Young People: Skills (Youth Unemployment Committee Report)

Lord Baker of Dorking Excerpts

Wednesday 23rd November 2022 Grand Committee

[Lord Baker of Dorking (Con)]

My Lords, first, I congratulate the noble Lord, Lord Shipley, on being the brilliant chair of this committee. We heard a huge volume of evidence, and for him to marshal it and for us to hear and discuss it was quite remarkable.

This is a radical report, and I do not expect the Government to welcome it at all. I cannot anticipate what the Minister is going to say, but the attitude of the Department for Education to all change is now totally negative. In the last year, there have been six major reports, of which this is one. The first was from the High Mistress of St Paul’s School a year ago. It was a huge survey of 800 people, including from the public sector. She came to the conclusion that the curriculum was not fit for purpose, and nor were GCSEs. She was told—not by a Minister but by the Permanent Secretary at the department—“Forget it, we’re not going to change anything”.

A fortnight ago, we had a debate on the report from the Times Education Commission. The Minister made it quite clear that the Government were going to bin that as well. Again, the report recommended substantial changes in our curriculum. So I do not expect that the Minister tonight will accept any of the 88 recommendations that we have made—and certainly not the most important ones.

Some of the most important ones centre on the curriculum. The evidence we heard from industrialists, big and small, was that it is not suited for purpose because too many youngsters at 18 leave with no employability skills at all—none whatever. By “employability skills” they mean an experience of working on teams. That does not happen in the present curriculum. Experience of collaborative problem-solving does not happen in the present curriculum. Having really good communication skills—“oratory”, as it is called—is not taught in our present system, either. This was the absolutely overwhelming weight of evidence and, quite frankly, the Department for Education does not listen at all.

Nissan, one of the largest car manufacturers in our country, said that design technology should be a compulsory subject—but no chance at all. The Government over the last 12 years have presided over a decline in design technology of 80%—it is absolutely unbelievable. What is more, over the past 12 years they have cut technical education by 20%. They are not interested in it at all. The Department for Education is preoccupied solely with academic subjects.

We took a lot of evidence on data skills. The actual curriculum the Government are following is word for word what was published in 1904 in the Edwardian age: exactly the same subjects as 150 years ago. Well, the Minister might recall that 150 years ago, a man with a red flag would have to walk in front of a car. We have moved on from that now and, quite frankly, the Government should recognise that artificial intelligence is the gold rush of this century—and artificial intelligence is embedded in data skills. So will the Minister accept our recommendation that all primary schools should have coding clubs—all, not some? Every student should have the right to a computer—not just some but every single one.

When it comes to secondary education, does the Minister realise that, compared with 2016, 40% less computing is being taught in our schools? It really is extraordinary. We recommended that computing, which means not just coding but virtual reality, cybersecurity and artificial intelligence, should be taught from 11, as soon as possible. I do not expect she is going to accept that tonight, but it is in fact what we ought to do. This is the age in which we are living, and the department is digging in again and again.

The actual problem we have had is that, since 2010, we have been subjected to the theory of an American educator called Hirsch, who says that if you just give to those disadvantaged children academic subjects, they will flourish and expand and all the rest of it. Well, that has failed: we have been the test bed. There is no other country that has followed Hirsch and no state in America that has followed Hirsch, but we have been the test bed and the programme has failed. Today, there are as many disadvantaged students—300,000—as there were in 2010. There has been no real improvement whatever. So what is the result? We have job vacancies. Which department is responsible for job vacancies? It is the Department for Education, because it has not provided what industry and commerce need in the youngsters they are going to employ.

Therefore, we are on the edge of a major change, because the volume of opinion is now building up. The membership of our committee was not a group of eccentric amateurs; it included two ex-Secretaries of State, a former Director-General of the BBC, and the noble Lord, Lord Woolley, who is the greatest advocate in this country of improving the education of black, Asian and minority interest students.

Again, we had recommendations on this—we had recommendations on work experience, but the Government want to phase out work experience. They passed legislation in 2016 to try to restrict the number of people going on work experience from ages 14 to 16. This is so much against what is needed in our country.

This report is radical, and I was proud to be a member of the committee that produced it, but this is not just a single matter. A volume of opinion is now growing. I am very glad to see that the Labour Party is seriously going to consider fundamental educational reform. I can see noble Lords nodding. I hope that my party will also embrace that, and I will do everything I can to support it. We have to bring skills back into education, where they have not been for a very long time.

Are there grounds for hope? Yes, I think there are. The new Secretary of State for Education is the first since 1870 to have been an apprentice. I therefore think that she will be sympathetic to many of the proposals in this report. The Prime Minister, in a briefing from No. 10 to the Times newspaper, said that education was a silver bullet. I hope we might have some indication of the silver bullet tonight. I doubt that we will, but there we are.

[Lord Harlech (Con)]

My Lords—

[Lord Baker of Dorking (Con)]

I ask the noble Lord please not to worry about the time I am taking. He should just listen to what I am saying—he will learn something.

I hope that in addition, we will tonight have some evidence of what the silver bullet is—or will it just be a defence of the status quo? The status quo has failed on an absolutely massive scale. Youth unemployment is at 9%. By the way, when we, a committee looking into youth unemployment, asked the Minister and the senior civil servant who appeared before us what was the level of youth unemployment, neither of them knew. It is at 9% but in the depressed areas of our country, such as in Walsall, Stoke-on-Trent and Blyth, it is as high as 20%. I therefore hope that we will see a considerable change.

I conclude by saying that I was very interested to see that the Chancellor of the Exchequer in his speech last week has appointed an assistant, who I know very well, to be his adviser on education. That is clearly an indication that he will not expect very original ideas to emerge from the Department for Education. I wanted to end on a note of optimism, and that is as optimistic as I can be.

Times Education Commission Report

Lord Baker of Dorking Excerpts

Thursday 13th October 2022 Lords Chamber

[Lord Baker of Dorking (Con)]

My Lords, first I would like to thank my noble friend Lord Lexden and congratulate him on creating the opportunity to debate the curriculum and assessment in our schools. In his work for the Tory party over many years, he has always taken a great interest in what we say about education in our manifestos—and there is a great job to be done on that in our next manifesto.

We do not often speak about education here in the Lords. This happens to be the first three-hour debate to discuss the curriculum and assessment since 2010, and yet we have in our House a great number of people who know a great deal about education at all stages—primary, secondary and universities. We really ought to find more opportunities to debate education.

The Boris Johnson Government was not a listening Government—they just went ahead. We do not know yet whether the new Government under Liz Truss are listening or not. The one thing we do know about her Government is that they have one overwhelming object, which is economic growth. She hopes that this can be achieved simply by cutting taxes and changing supply matters. She will soon find out that they might be helpful but they are not of themselves assurances of economic growth. In the week that she said this, she also announced that the number of job vacancies in our country was 1.3 million. That is a skills gap of 1.3 million people who cannot be employed by industries that are expected to grow—the skills gap is there. I tried to find a speech in the last 12 years from any Secretary of State or any Education Minister about how they proposed to fill the skills gap. I could not find one. In fact, in 2016, the body that measured the skills gap was abolished. We now have an enormous skills gap.

Why do we have that? The reason is that Michael Gove, who did know a great deal about education, imposed his own idea of a curriculum on our system, namely eight academic subjects. He was implementing the theory of an American educationalist called Hirsch who said that if you give the most disadvantaged children access to academic subjects, it will transform their lives. We have been the testbed for that theory for 12 years and it has totally failed. The number of disadvantaged children today is exactly the same as it was in 2010. That is the indictment of Conservative education policy for the last 12 years, so we need a new curriculum.

What has happened as a result? Design technology has been virtually eliminated from schools at age 11 to 16. Cultural subjects, which are now very much in demand because of streaming and Netflix, have fallen by 40%, 50% and 60%. We are not going to get much economic growth from this curriculum, if it lasts much longer.

If you want evidence, do not just listen to me. Chapter 3 on the curriculum and chapter 4 on assessment are the best chapters of the report we are talking about. Chapter 3 says that James Dyson, the greatest engineer in the country, commented to the commission that it was an “economic disaster” that design technology has been excluded from the curriculum. I beg the Government to listen to people such as James Dyson. If they do not think that that is convincing enough, they should listen to Kate Bingham, the lady who ran the vaccination procurement programme so successfully. Chapter 3 cites her saying that if she had a magic wand, she would wave it and create significant practical and technical education in all our schools. A growing number of people are saying this.

Since I have been promoting technical colleges, I have had to deal with eight different Secretaries of State. I tried to meet them all, but two were there for such a short time that they did not have any meetings at all. Of the six I met, not one was a real educationalist, apart from Michael Gove. The others had very little knowledge of education apart from their own school experience. Certainly, apart from Gove, they did not produce any original ideas on education in that period. None of them is remembered for introducing anything novel or interesting. For the last 12 years, our education system has been run by the department; the Ministers have had very little influence on it. I hope that might change.

This report is not the only report to be issued recently. The noble Lord, Lord Shipley, just spoke. In November, our Select Committee produced the report Skills for Every Young Person. The noble Lord, Lord Storey, was also on the committee. The report has about 100 different suggestions. I am told that the draft response prepared by the last Government was going to accept not one. We recommended that the curriculum should be changed fundamentally and that it should be reduced from eight to five subjects—English, maths, two sciences and data skills—and that every school should then choose which others it wants, with a much wider range of subjects including engineering, business studies and particularly the cultural subjects.

It is extraordinary that cultural subjects such as the performing arts, drama and dance have fallen by 40% or 50% at the very time when Netflix and streaming services are expanding rapidly. We are building new film studios in Britain and will eventually produce more films than Hollywood. I am very glad that eight of the university technical colleges I have been promoting now focus on the entertainment industry. We have one at Elstree, next to the film studio, one at Pinewood, and one in Salford Quays, where the television industry is. They are training youngsters in not only the techniques and machinery but the performing arts themselves. This is the sort of education we need in our country.

If the Times Education Commission report was the third report, the fourth was from the Institute for Fiscal Studies. It said that there has been no change in the school disadvantage gap over the last 12 years. Schools are no longer the agents of social mobility. This is perfectly true. You still have that huge number, the forgotten third, who are not benefiting at all from social mobility.

The fifth one was the Institute for Government on the exam question, again advocating a change and moving away from GCSEs and A-levels.

The sixth, which is very interesting, which Labour Party members, I suppose, have read—or some in the Labour Party, because it is by Tony Blair—is called Ending the Big Squeeze on Skills: How to Futureproof Education in England. This is a very well researched and very good report and I hope that the Front Bench of the Labour Party will find a way of debating it in this House. It has some very interesting suggestions.

One idea that goes back to the very first report was from the high mistress of St Paul’s School way back last October. She asked 800 people, mainly teachers, what they wanted. Half were from the public sector, half from the private sector. They all wanted a change in the curriculum. They wanted it to be more creative and more imaginative, developing curiosity, innovation and inventiveness.

The report from Blair says much the same. There should be a commission set up immediately to examine the curriculum and the need for changes to it and to assessment. It is a very commendable report. It is quite substantial.

There is huge volume of opinion now—the noble Lord, Lord Knight of Weymouth, said exactly the same thing—thinking and talking about education in a very creative way and wanting a change. We have to make the curriculum suited to this age of digital and net zero. We are miles away from it.

Take data skills; these ought to be embedded into the curriculum at all ages. They simply are not. Only about 10% of children take GCSE computing science. The other 90% do not do it. In fact, since the other GCSE was abolished in 2016, computing is now taught 40% less than it was in 2016. This cannot be defended by any government Minister. There are now fewer children in our schools being taught anything about computing and data skills than in 2016, when the rest of the world is roaring ahead. The head of Apple, Tim Cook, has said very clearly that every child should be able to code. Very few people code in our country. But coding clubs are starting in primary schools and they will spread. They want to spread completely over the whole country.

I came across one primary school on the borders of Wales that taught computing from the age of five and six. All the teachers were able to code themselves and they taught the children coding. By 14, they could almost take the GCSE exam. But when they went into the secondary schools in that part of Shropshire and Herefordshire, they would go backwards because the schools were not teaching anything in computing. It can be done. The important thing to appreciate is that those young children should be taught how to use the thing which they all have in their pockets, not just for Instagram, Facebook and Twitter but as a source of huge knowledge and expertise. It can be done. That is the first thing I would say.

In any data curriculum, all students should have access to a computer or a tablet. It is great credit to the Government that they have done a lot of that, but it falls short of all at the moment. They did it very largely because the pandemic required distance learning. Every child, even the most disadvantaged, should have that facility—number one.

This is such a serious issue that next September all children starting at 11 or moving into 16 should be taught computing or data skills. That is a very challenging task—I know that—because there is a teacher shortage. Even now as we are talking, if this Government really wanted to make data skills a major priority, they would be saying to all the teacher training colleges you must start now before Christmas to teach data skills and coding.

It is not just coding. Company after company came to our Select Committee and said, “We want 18 year-olds to have employability skills.” We asked, “What do you mean by employability skills?” They said first, “Data skills are absolutely essential.” Then they said, “We want children who have experience of working in teams.” That does not happen for 11 to 18 year-olds: the only teams are in sport, not education. There is no collaborative problem-solving, which is part of life. They also said that they wanted children to have experience of making things with their hands and designing things on computers, but you cannot design something on a computer until you have been taught CADCAM. CADCAM is not even in the T-level digital curriculum, but it is essential and all children should be able to start learning it.

Coding is not the only thing to learn; one must learn the ability to join IT teams, which most industries now have, which means they must have knowledge of artificial intelligence, cybersecurity and virtual reality. These are all happening in industry today but the education system in our country is just not providing them.

In our UTC at City Airport, we have a sixth form using virtual reality—about 100 youngsters, girls as well as boys, sitting with headsets on their heads and designing things with two big screens ahead of them. I think it is the only sixth form in the country doing that; I have not heard of another one. Companies are using virtual reality much more; it will be very important in education, apart from anything else, and it is being used for design purposes in industry. I already mentioned the views of the chief executive of Apple.

It also applies to the green agenda. Our committee was told that there could be 400,000 jobs in 2030 in what is called the green agenda. This concerns not only climate change but electric vehicles, new fossil fuel substitutes—hydrogen and such things—the sustainability of species, and huge changes in agriculture and horticulture. None of that is anywhere that I can find in the school curriculum, with one exception, which I learned from my grandson, who has just started to do his A-levels. He chose geography—rather surprisingly, I thought, because it was thought not to be very important in my time. But geography is now the one area where you can study climate change. He is fanatical on this: at the age of 16, he refused to fly anywhere, which makes for very expensive holidays by railways and so on. Anyway, I learned that from him. Where else is it done?

The green agenda is multidisciplinary. It deals not only with climate change itself but with agriculture, horticulture, hydrogen, and all these other things. We need it built in to the curriculum as soon as possible.

The Government have launched a competition for 15 new schools. They asked for the initial bids in September and will have the full bids by Christmas. Those free schools should be only two types of schools: special schools for children who have special disabilities of one sort or another, of which there is a lack in the country and there should be more; the others should be technical schools. The last thing we want is more ordinary secondary schools.

I am trying to inject into the Government’s thinking a sense of urgency about this, because if we go on with the present curriculum for the next two years we will have virtually no economic growth. It is not helping to fill the skills gap for our country and our industry. There must be changes. We cannot go on as we have—that is a growing feeling in the country.

The schools I have set up over the past 12 years—we now have 45—have 19,000 students and the best destination record of almost any schools in the country. We produce 20% apprenticeships at 18; other schools produce only 6%.

I know that the Whip is waiting for me, but every Minister so far has spoken for less than 14 minutes, so there is a little bargaining to be done, unless he wishes to move that I should be no longer heard. He could always do that if he would like to.

I would also say, if I may, that we also send 55% of our children to universities and 75% of them do STEM subjects. The rest get local jobs, which means that they do not drift away from their towns down to London. We have to take these issues very seriously and bring such influence as we have to bear on the Government to listen to us, to respond and to act.

Schools Bill [HL]

Lord Baker of Dorking Excerpts

Report stage & Lords Hansard - Part 1
Monday 18th July 2022 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, with the leave of the House, I will begin with a brief note on scheduling. I know that there were concerns about progressing with Third Reading before the Summer Recess. The Government have listened to the concerns expressed, including on the first day on Report, and have agreed through the usual channels that a quick Third Reading is no longer desirable. As announced in the new version of Forthcoming Business, Third Reading has moved to Wednesday 14 September. The short delay does not affect the wider passage of the Bill. I hope this provides reassurance to your Lordships.

[Lord Baker of Dorking (Con)]

My Lords, Report may be the last occasion on which this House will be able to consider the Bill because, as the Minister said, the suggestion is that it should get a Third Reading on 14 September. I do not know any example of a Government who do not yet exist determining whether a Bill should get a Third Reading. On 14 September there will be a new Government, who may have different views on the Bill. There will be different Ministers. I hope very much that the Minister will remain in her post because, quite frankly, she is the only Minister in the department who understands anything about education. She is surrounded by five Boris cronies who know absolutely nothing about education. They are there for a pay rise for five weeks and compensation for loss of office—a loss of office which will be richly deserved. I hope that she will survive, because she understands this Bill better than most.

The point I would like to make is that if we agree that the Bill should be voted upon on 14 September, there will be a different set of usual channels that may decide this, thank God—I should not have said that. There will be a different team. I am not insulting any of them individually; I would never do that. You do not insult the usual channels because you have to live with them, although you may never forgive them. To continue my point, I think the vote should be later than that.

I have had a most helpful letter from the Minister today setting out her intentions for the time that she is in office, saying that she will preside over a committee set up to begin the long process of determining what should be the relationship between the Government and MATs—multi-academy trusts. This is a very important measure because it is the creation of an administrative body that stands between the Department for Education and the rest of the schools. In the past, when we have set up administrative bodies of this importance, it has usually taken weeks, months, decades or, in some cases, centuries to determine the right relationship. In effect, many of these bodies will be local authorities and therefore the issues involved are of immense importance. What power do they have over the schools? Do the individual school boards count for anything? On what occasions can they cut or increase the money to the schools? On what occasions can specialist schools protect their specialisms? In the Bill as it stands, a grammar school or a religious school is protected in a multi-academy trust, but, as the amendment from the noble Duke, the Duke of Wellington, showed the other day, there are many other schools with specialisms in maths, science and dance, all of which are not really protected at the moment when they go into academy trusts.

The Minister set out in her letter that she hopes to have, or her successor might hope to have, findings by the end of September, then a consultation period and determinations by Christmas. In that case, if the Bill came to the Lords on 14 September, there is no way that amendments would appear in the Commons until early spring next year. The Bill will therefore not come back to us until summer next year, and it will involve issues that we know nothing about; we do not really know what the recommendations will be.

This is a unique situation in the constitutional history of the House of Lords. We have never been asked to pass a Bill to the Commons where half of the Bill is not known. In all fairness, the Minister does not know it either, because she has to consult on it with the committee. This has never happened before and I think it is highly disrespectful to ask this House to pass a Bill on the undertakings. As far as I understand, in this sort of situation, in spring or summer next year we will get a Bill with maybe 10 or 20 new clauses and we will be given a day. How lucky we are that we will get a day to discuss them all. I do not think that we should put up with this.

The House of Lords started this Bill, not the Commons, and the importance of starting a Bill in the Lords is that we can make radical changes to it without knowing whether or not the House of Commons has been whipped to support it. That is what we have done in this Bill. I hope that we might set an example for other Bills that start in the House of Lords to be much firmer in making amendments and changes. That is our power as a second Chamber. We do not have many powers, but we have that power.

I very much hope that we will not agree to a Third Reading on 14 September. The constitutional arrangements should be that it should remain pending for the new Government. They may well want to accept all the recommendations that my noble friend is working on, but she will not even know what they are because they are not going to agree the recommendations until the end of September, and she will either be in or out of office on 7 or 8 September. This great uncertainty leads me to believe that it would be imprudent for us to consider a Third Reading on 14 September.

[Lord Hunt of Kings Heath (Lab)]

My Lords, I echo and support the noble Lord, Lord Baker. I do not understand why the Government are in such a hurry to have a Third Reading on the Bill when they have already agreed to take out the first 18 clauses. Those clauses will be subject to a review being conducted by the Minister. She will need to keep to a very ambitious timetable, because essentially this is about the situation of how all schools, under the White Paper produced earlier in the year, are to become academies by 2030. The matter that the Minister’s review is looking at is: what should the accountability system be for thousands and thousands of schools?

Even if the Minister reaches a conclusion by the end of September, a full consultation has to be held. At that point the Government have to make decisions. They then have to give instructions to parliamentary counsel to redraft Part 1 of the Bill. That is surely going to take many months indeed. I think the noble Lord is ambitious in thinking that this will be back with us in the spring. It could take very much longer. On that basis, why on earth are the Government going for a Third Reading? There is absolutely no need for it until they see what they are going to do to make the changes.

A second point I would like to make comes back to the points that the noble and learned Lord, Lord Judge, made at Second Reading and in other debates, and the noble Lord, Lord Baker, referred to it. The Government have sought to ride roughshod over this House in the nature of the drafting of the Schools Bill. We must set down a marker that this is unacceptable. I believe that we should not give this Bill a Third Reading until we have much greater assurances that when these new clauses come back—if they come back—we will go through a full process of Committee, Report and Third Reading before we can say that we have dealt with them satisfactorily.

Schools Bill [HL]

Lord Baker of Dorking Excerpts

Report stage & Lords Hansard - Part 1
Tuesday 12th July 2022 Lords Chamber

[Lord Balfe (Con)]

My Lords, I commend my noble friend Lord Cormack for his courage. I probably would not have got up first but I now get up to support him. We really are in a terrible mess. We have a Prime Minister who has the confidence of virtually no one. I have been trying now for three or four days to get either a Private Notice Question or a Question to the Government because I understand that the Prime Minister, before he leaves office, intends to create a number of Peers. That is totally wrong. The Prime Minister is now a caretaker. When he leaves office, he will have a Resignation Honours List and that is quite appropriate.

It has proved impossible to get anything on to the Order Paper of this House. It really shows us up as being a rather ineffectual House if we cannot even get a Question to ask the Government to make a Statement as to whether they consider it appropriate that a caretaker Prime Minister should now be about to appoint another group of Conservative Peers. This is the time to make this speech, not when there are names on the table and it appears that we are attacking individuals. I have no knowledge whatever of who may be on that list but I believe that it would be completely improper for an acting Prime Minister to issue a list of Conservative Peers when he can issue his own Resignation Honours List.

I have a solution; the noble Lord, Lord Cormack, has one. We have a Deputy Prime Minister who is not a candidate, as I understand it, and my answer is quite simple. The Deputy Prime Minister should take over and we should run the Government how it is run during a general election: in other words, no new policies, a caretaker, and we look after problems as they emerge but do not seek to shape legislation or anything else.

I fully support my noble friend Lord Cormack and ask the Opposition to consider their position because frankly, if they went on strike I would join their picket line—I have been on lots of picket lines—because now, and in this way, is not the time for us to be passing legislation. We are turning ourselves into something that we will soon come to regret.

[Lord Baker of Dorking (Con)]

My Lords, I support what my noble friend Lord Cormack said about this Bill. We are in the most extraordinary situation where, in the course of the day, we are going to gut the Bill by removing the first 18 clauses and removing its real intention. The rest are really issues that can be brought up in another Bill.

We are going to be asked to pass this Bill to Third Reading but this House has never been asked in the past to pass a Bill the guts of which have taken out. We have no idea what is going to be placed into the Bill later in the House of Commons. This has simply not happened in our history and it is not the right way to behave.

I believe therefore that we should consider not giving this Bill a Third Reading when it comes to it, because it is a gutless Bill. I am not critical at all of the Minister; in fact, I have the highest praise for her because she did not resign and is now the best Minister in the whole department. She knows about it. The other cronies appointed by the Prime Minister have no idea about what happens in education; he just wanted to give them extra pay for five months and the possibility of a consolation retirement. This is how cronies work and they will have no influence on this Bill whatever. The new Government will have to decide how this Bill should continue, or whether it should continue and in what form.

The issues that they will have to decide are very serious. We are told that the regulation of schools is the bit that is going to come back to us, and that concerns us very seriously indeed. If the Government are going to change the rules on regulating schools, there must be a consultation period; it cannot just be foisted on us at the end of a parliamentary Session.

I invite the major parties of this House, the Liberals and the Labour Party, to consider whether it would be sensible to give this Bill a Third Reading. I do not think it would be. It should be left to the new Government to decide, and it is highly unlikely that the Chancellor of the Exchequer will return to being the Education Secretary; we will have a new Education Secretary on 5 September. That person, with a new team of Ministers—I hope he gets rid of them all, apart from my noble friend—will have to consider very carefully the steps forward in the regulation of schools and MATs. I hope that the idea of not giving this a Third Reading now takes aflame in this House and that we agree not to do it.

[Lord Wei (Con)]

My Lords, I support both propositions of delay, particularly not giving the Bill a Third Reading. Not only are there legislative problems with the Bill now not being a Bill in any substance, as originally intended; many measures in it give a future Education Minister the power to provide guidance and put in place statutory instruments—but we do not even know who that Education Minister is going to be.

To be implemented, the Bill will be passed from this House to the other side over next year and the year after, but we have no idea who will be leading on this, how long they will have been in the job or how good their guidance will be. Will it simply be left to the civil servants—for whom I have great respect, but obviously government must lead? We need people in post who know what they are doing and who, ideally, know about education. Over the passage of this Bill, that, sadly, has not always been the case, even with the present team, as much as I respect them. How can we have any confidence that it will be the case with the very fresh team coming in in the autumn?

--- Later in debate ---

[Baroness Barran (Con)]

When I come to speak at the end of this group, I will set out a bit more about our plans for engagement over the summer, but the proposal that I just ran through has been agreed with the usual channels.

[Lord Baker of Dorking (Con)]

Following what the noble Lord, Lord Grocott, said, as I understand it, the Minister has said that if the Bill goes forward under the new Government, it will come back to us for one day of ping-pong. Is it just one day for ping-pong? It might have 10, 20 or 30 clauses, and that cannot be done in one day. Will we have longer than that to have a look at the clauses? Clearly the clauses are going to be very important.

She has set up a committee composed of basically the managers of multi-academy trusts, which has only one school head on it, which apparently is going to try to establish the relationship that should exist between the Department for Education and multi-academy trusts. I do not object to that because they are very important bodies, but there are lots of other issues affecting multi-academy trusts. For example, how is the voice of the individual school in a multi-academy trust to be heard? What is the role of the independent governing body of individual schools in a multi-academy trust? How will they be listened to? What rights do they have and what position can they hold against the authority of a multi-academy trust? Will these issues be covered by her committee, which will now be working in the remnants of this Government?

Secondly, the Minister has issued a document about regulating schools. Do I take it that some of the amendments likely to be tabled will cover that as well? If the Government are going to change the rules and regulations between schools and the department, that requires a long period of consultation in which schools, local authorities and educational experts must be listened to. Are we going to get that period of consultation on any of these fundamental changes? They must not be smuggled into this Bill on the understanding that “These are just a few clauses that we want”.

[Baroness Barran (Con)]

I will respond briefly to my noble friend. On his first point, it will be agreed through the usual channels that sufficient time is given to debate the new clauses.

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[Lord Baker of Dorking (Con)]

I very much support what the noble and learned Lord, Lord Judge, said. As the Convenor of the Cross Benches and one of the most distinguished former Lord Chief Justices in this House, he has had a great impact on its feelings in our debates, and I hope that the usual channels will take notice of what he said. This is such an unusual procedure; it has not happened constitutionally in the history of this House. It is remarkable that we have been given the opportunity to make such a fundamental change to any Bill. It was a bad, bad Bill to begin with, and we managed to show that. Frankly, had it come from the Commons, we would not have got anywhere near as far; we would have just been told, “That is the wish of the Commons, with the Conservative majority of 80”.

I seriously hope that the usual channels will consider my noble friend Lord Cormack’s proposal about Third Reading. It would be very unusual to pass a Bill of this sort to a Third Reading. But the Minister rightly said that some other parts of the Bill are very good—I certainly agree some of them, such as those on home learning—but these could be taken out, put into a separate Bill very quickly and passed in both Houses with no trouble in a few months.

The other issues are much more important, because the Government are struggling now that local authorities no longer have any real control over education. In fact, they are debarred from the committee that the Minister has set up. Am I right in saying that, as far as I can see, there is no representative from local authorities on the committee?

[Baroness Barran (Con)]

I apologise to my noble friend but the president of the Association of Directors of Children’s Services is on the committee.

[Lord Baker of Dorking (Con)]

When I looked through the list of committee members, I could not see anyone representing local authorities. The Minister might well discuss this with them, but it would be helpful if she could send us all the terms of what they are expected to cover. If it is just about multi-academy trusts and the controls that the Government have held to regulate them, I would go along with her. If it goes further than that, I have reservations. The involvement of local communities and local views has inspired English education since the great Act of 1870. Quite frankly, however, there is none of that in this Bill; nowhere are the views of local people to be found. A school is not just an education institution; it is part of a local and social community. This has always been the tradition, and these views must somehow be reflected in any proposal that the Minister brings to us.

I am very grateful for the support of various Peers, particularly the noble and learned Lord, Lord Judge, on the question of the Government’s power. This Bill increases the powers of both the Secretary of State and the department in a way that has never been known since 1870. I do not believe that the Minister had any hand in drafting the Bill. When I was Secretary of State, I always found that there was an element in the department which wanted these controls from the word go. Although these people have never run a school, some of them always want to run all the schools—thank heavens we managed to stop that. I do not think this will come back in any of the amendments we get after the new Government take over.

This is really strange procedure but it is utterly unsatisfactory to be offered only one day for debate. The clauses will be important and a way must be found—and a guarantee given by the Government before we pass Third Reading—for us to have plenty more time to discuss it in this House, should we pass Third Reading. This Bill started in this House and can be improved again in this House.

[Lord Knight of Weymouth (Lab)]

My Lords, I will speak briefly, focusing on this group of amendments and to help the House move on from discussing procedure and process. There are some really strong amendments in this group. It is right that the Minister has listened to us and agreed to take out the clauses that she has—extraordinary as that feels. It gives us the procedural problem that we have been debating. I welcome the contribution of the noble and learned Lord, Lord Judge, on that subject.

I support Amendment 2 in respect of “parents councils”; it is important that the voices of parents are heard in our academies. I especially support Amendment 5 from my noble friends on the Front Bench. Thinking forward to how this Bill will proceed, when we have a substantive new Secretary of State, it will be really helpful for that person to look at this amendment and make some kind of policy statement to both Houses on how they see an all-academy school system working, so that we have clarity around several issues: how we attract and retain sufficient high-quality teachers in the system; the view on qualified teachers working in academies; the view on them abiding by national pay and conditions; and how we hold accountable academies and the regional directors in the system who will be carrying out the Secretary of State’s bidding. What is the role of local governing bodies alongside parents councils? That question is the substance of the next group of amendments, so I will not speak to that. What is the place of a national curriculum when academies do not need to abide by it, and what elements of the curriculum do we want to make compulsory in such a school system?

Finally, of course, there is clarifying which academy freedoms are left once all those other things have been made clear. That is the kind of thing that Amendment 5 is trying to set out; it is trying to put some kind of guide rail around the standards that will come forward in the fullness of time. On that basis, I very strongly support the amendments.

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[Lord Shipley (LD)]

My Lords, my name is attached to Amendment 10. As we start Report, I remind the House that I am a vice-president of the Local Government Association.

I spoke in Committee on the issue of governing bodies applying or being established for all academies. I have a serious concern about multi-academy trusts which are not geographically located in a small area but are spread, as the right reverend Prelate has just reminded us, across the country. It is the question of local accountability to a neighbourhood or a community that I feel most strongly about.

The noble Lord, Lord Hunt of Kings Heath, made a very important contribution and a very convincing case about the issues around the consultation of governing bodies in maintained schools at the point it might be proposed that they are going to transfer to academy status. The example he gave us, of Holland Park, was particularly important. Having been given a pamphlet by those across the road explaining the problems they thought the schools had with the process being followed, I found it to be particularly convincing. I hope that the Minister, in the course of the summer, when these matters are to be looked at again, will give some consideration to a process which seems to be that a decision is made and the consultation follows. I would be much happier if there was a preliminary consultation before a decision was made.

I come to the principle in Amendment 10. Amendment 43, which my noble friend Lord Storey raised, is about how it might be possible for a multi-academy trust to engage better in a local area if it does not formally have a governing body—although the amendment does not rule one out. For me, this is an issue of principle: every individual academy should have a governing body. Many of those who have contributed on Report so far, and who may do so later, might have been governors of schools. Having been the governor of several schools over several decades, I know that a governing body can be a structure that solves problems before they get more complex or difficult.

When a school transfers from maintained status to an academy, I do not want its governing body to feel that, somehow, its commitment to that school has been lost. So where there is a representative system that functions well, I do not see the benefit, either to the multi- academy trust or the local area, of losing the experience and expertise that a governing body can bring.

In conclusion, having a governing body for each academy would help to engage parents and the local authority and resolve problems much earlier than they otherwise might be. Another benefit is that a governing body can hold a multi-academy trust to account in its area because, where a trust is spread across the country, it is possible that decisions could be made that do not have the support of a particular academy in a particular area. Giving a voice to that academy through a governing body is, for me, an important issue of principle

[Lord Baker of Dorking (Con)]

I support the amendment about specialist schools in the name of the noble Duke, the Duke of Wellington. It also touches on academies. As the founder of academies, I never at any time said that all schools should be academies. In fact, when we established them as city technology colleges in the 1980s, I said that they should be beacons for other schools to follow if they wanted to—I was not prescriptive. I was asked several times whether I would support that concept and I never have. It took a huge step forward under Labour when the noble Lord, Lord Adonis, who is in his place, persuaded Tony Blair to go for 200 academies and the Labour Party accepted this.

There is no doubt that some schools improve when they become academies, but there is a geographical spread. My friend the noble Lord, Lord Storey, emphasised how many of the successful MATs are in the south-east and south-west—the Home Counties areas, as it were. In the very depressed areas of Stoke, Sandwell or Blyth in Northumberland, where youth unemployment is 20%, there is no easy switch to say that if schools there became academies, they would suddenly get better. Many of these areas have what are called sink schools, which continue to be inadequate or require improvement, again and again. There have been studies on this recently, and making these schools academies does not necessarily have any effect on them, because a fundamental change in the curriculum is needed.

A specialist school makes a fundamental change in the curriculum. When I started to promote university technical colleges over 12 years ago, they were specialist schools that did not have to follow the national curriculum of Progress 8 and EBacc; rather, local people could decide what they wanted to specialise in. That was the breakthrough.

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Schools Bill [HL]

Lord Baker of Dorking Excerpts

Committee stage & Lords Hansard - Part 1
Wednesday 15th June 2022 Lords Chamber

[Baroness Barran (Con)]

I am sure all your Lordships understand that the timing and content of what we discuss at Report is a matter that will be agreed with the Chief Whip and through the usual channels. I really cannot say any more on that today.

[Lord Baker of Dorking (Con)]

Does the Minister still intend to have Report in July this year?

[Baroness Barran (Con)]

I repeat to my noble friend that this is not a decision that I can make; it is a decision for the Chief Whip and the usual channels.

Schools Bill [HL]

Lord Baker of Dorking Excerpts

Committee stage & Lords Hansard - Part 1
Monday 13th June 2022 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, I rise to introduce Amendments 76A and 76B, tabled by my noble friend Lord German, who is currently on a working visit to the Gambia and so is unable to be here. These amend government Amendment 76, which the Minister has already referred to.

We on these Benches support the proposal to create secure schools and academies. Youth custody, by its very nature, means that those within them are the most vulnerable and challenging young people. I once taught in a secure school and was struck by the care and hard work of all the teachers, committed to improving the life chances of some very damaged and occasionally violent young people. It was quite a scary commitment. That is why Charlie Taylor, in his review, proposed secure schools as a major way of dealing with the problems of the youth custody system.

However, we are concerned that local authorities have been ruled out of the objective of finding the best provision possible for these most challenging and vulnerable young people. There is a legal route open to local authorities to make a bid for running a secure academy, but such a bid would run counter to the Government’s policy. Yes, you can legally apply to run a secure school, but it is not government policy to accept your bid.

In his 2016 review, Charlie Taylor made two very clear points which are of relevance to this piece of legislation. The first was:

“Children who are incarcerated must receive the highest quality education from outstanding professionals to repair the damage caused by a lack of engagement and patchy attendance.”


The second was:

“Rather than seeking to import education into youth prisons, schools must be created for detained children which bring together other essential services, and in which are then overlaid the necessary security arrangements.”


The Taylor report pointed out the absolute importance of integration, not only of education but of a wide variety of services within the work of these schools. Health, social care, and services providing reintegration following custody are required within the school and not external to it. These are services that local authorities currently provide. Following the logic of local authority statutory provisions, particularly those on the duty to safeguard and promote the welfare of their children and the need for a new form of integration, there is much that local authorities can offer.

The then Minister, the noble Lord, Lord Wolfson, said in January:

“I accept that the Government’s policy remains that academy trusts are not local authority-influenced companies and that our position on secure schools is to mirror academies’ procedures. However, I can confirm that, when considering the market of providers of future secure schools, my department will assess in detail the potential role of local authorities in running this new form of provision … local authorities have a long-established role in children’s social care and the provision of secure accommodation for children and young people. In particular, the secure children’s homes legal framework may present a more straightforward route than the 16-19 academies framework for the expansion of local authority involvement in the provision of secure accommodation. However, I reiterate that there is no legal bar here.”—[Official Report, 10/1/22; cols. 825-26.]


It is against this strange backdrop of legal rights and government policy going in different directions that I look at government Amendment 76. It states that

“where the educational institution … is to be a 16-19 Academy”

and not that all secure schools are to be academies. Can the Minister confirm that the legal position on local authority involvement in secure schools has not altered since the Government’s statement to this House in January?

Engagement with local authorities in the work of secure schools or academies has always been seen as essential and welcome, so it is very concerning that proposed new subsection (2A) in Amendment 76 rules out consultation with local government or anyone else and makes consultation with local government only a possibility—and this for a part of our democratic structure which has been stated to have great value by the Justice Minister, speaking in the Chamber in January.

Restricting consultation with a local partner who has the statutory role for the provision of some services in relation to secure schools seems quite a bizarre approach. The words in the government amendment are quite clear: it will be a consultation on how the proposer of the secure academy should co-operate with local partners, and those are the local partners who the proposer of the secure academy thinks it appropriate to consult. There is therefore no duty for them to consult the local government of the area.

I would value an explanation of the ban outlined in proposed new subsection (2A)(a). I recognise that the siting of a secure academy is potentially controversial, so it appears that the rationale for the first part of the government amendment is to avoid normal planning requirements. If that is the case, I remind the Government of their failed policy to cut out local residents’ engagement when housing, building height extensions and other developments were proposed. Some government Ministers even suggested that this policy led to the Liberal Democrats winning the Chesham and Amersham by-election—oh joy.

These amendments seek to provide clarity. Although I recognise the difficulties of planning and siting a secure school as a principle—at the one in which I taught, local residents were extremely unhappy that they had these great thugs being taught near them—the Government should not ride roughshod over the rights given to local people through their local authorities. These amendments seek to recognise the importance of local government, in both the services it can provide and the representation of local interests that is part of its democratic mandate. I hope the Minister can clarify the Government’s intentions in respect of these matters, and as underlined in our amendments, as they affect secure schools or academies.

This is way above my pay grade, but I have been in the Minister’s position before. I humbly suggest, given the formidable opposition on her own Benches to the Bill, which threatens to undermine that of the opposition—we are doing our best, for goodness’ sake, but when it comes from the Conservative Benches it is quite difficult to match it—that she goes back to the department to put a stop on this Bill. We currently have three more days in Committee. I suggest they could be put to much better use than tearing the Bill apart.

[Lord Baker of Dorking (Con)]

My Lords, the amendments my noble friend has tabled really show how interconnected all the Bill’s clauses are. You cannot envisage one without the other; they are interdependent. It is very difficult to move an amendment to any one clause that does not affect other clauses.

I said last week that I would try to find out from our legal advisers the extent to which the Bill may threaten the charitable status of all schools. I had a letter this morning from our advisers, Stone King, one of the leading education law firms. I will read it to the Minister so that she and the officials can reflect on it:

“The Bill sees, accordingly, a material shift from a contract-based system to one which is statutorily controlled.”


At the moment, the relationships between schools and the Secretary of State are as a contract: it is an agreement, and both sides can change it. It is subject to contract law. The Bill would change that to statutory control.

The letter continues:

“It also introduces much more stringent termination powers which include not only existing termination rights, but also the ability for the Secretary of State to flood the board of an academy trust.”


The Secretary of State has never had that power in the past, ever since 1870. This is a fundamental change—a major shift of authority from local authorities to Whitehall. Local authorities were responsible for closures in the past, but then they had checks and balances: before a closure could be decided on, they would have to check with the local community, local councillors and parents. There are now no such balances.

The letter continues:

“It was considered that such flooding rights were incompatible with the independence of an academy trust as a charitable company and that a contractual breach should lead to a contractual remedy—not to seek to control … the academy trust itself.”


This matter has been dealt with by the Charity Commission in the past, so I ask the Minister to reflect on, or find out from her officials, what the exact position is. The position was that, before 2010, the Charity Commission was very concerned about the independence of schools, so it made them all statutory charities. That gave them certain very clear rights. The letter states:

“The Charity Commission had doubts, in the late 2000s, about the charitable status of academies given the controls which could be exercised then by the Department for Education and Skills … This led to the provisions of the Academies Act 2010 which made academy trusts charitable”—


all the schools in our country today are statutory charities. The letter continues:

“It would be very hard to see how the Commission would be at all comfortable with these additional restrictions, and it would be interesting to understand whether there has been any dialogue between the DfE and the Charity Commission”.


If the Minister says that there has not been, I intend to write to the chairman of the Charity Commission tomorrow.

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[Baroness Bennett of Manor Castle (GP)]

My Lords, I am slightly confused about the order of this but I thought it was really important that we heard the noble Baroness, Lady Wilcox, introduce the amendments. I want very briefly to speak for the Green group and to agree entirely with the noble Lord, Lord Addington, on the desire to throw all these provisions out. I also very much want to commend the noble Baronesses, Lady Chapman and Lady Wilcox, for attempting to clarify and improve the Bill. In particular, Amendment 34A is terribly important.

In our debate last week, I highlighted the amazing lack of the words “parents”, “pupils” and “communities” in the Bill. I really commend the noble Baronesses for putting consultation with pupils in here—a principle that needs to run right through the Bill. We do not want the Secretary of State to have the power to make these decisions but if that were by some miracle to stay in the Bill, it is really important that we have consultation measures. The fact that pupils are included in this consultation is a really good principle to build into the Bill.

[Lord Baker of Dorking (Con)]

My Lords, I think Amendment 35 allows us to discuss Clause 3 standing part of the Bill, and I would like to say something about that. This is an important Bill.

[Baroness Penn (Con)]

My Lords, Clause 3 stand part was debated on our first day of Committee.

[Lord Baker of Dorking (Con)]

I do not believe that Clause 3 was passed on the first day—

[Baroness Penn (Con)]

My Lords, Clause 3 was not passed. It is possible for the noble Lord to de-group and discuss Clause 3 stand part, but it is not part of the group of amendments we are discussing currently.

[Lord Baker of Dorking (Con)]

My Lords—

[The Deputy Chairman of Committees (Baroness McIntosh of Hudnall) (Lab)]

My Lords, I wonder whether I might assist the noble Lord and the Committee. I just want to make it clear, purely procedurally, that Clause 3 stand part will be put as a Question once this group of amendments has been discussed. It has not yet been put as a Question; however, it was discussed, as the noble Baroness, Lady Penn, just said, as part of an earlier group on the first day in Committee.

[Lord Baker of Dorking (Con)]

I thought that in fact, with great respect, in the earlier debate we debated Clauses 1 and 4, which are no longer there. Amendment 35 states specifically that:

“The above-named Lords give notice of their intention to oppose the Question that Clause 3 stand part of the Bill.”

[Baroness Penn (Con)]

My Lords, it may be the Marshalled List that is causing confusion. We have Amendment 35 on the Marshalled List, which we are discussing in this group, and then we reach Clause 3 stand part, which is separate to that. As I said, we debated it in a group on the previous day but as the Deputy Chairman said, we have not put the Question on that yet. I believe we will come to that after this group.

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[The Deputy Chairman of Committees (Baroness McIntosh of Hudnall) (Lab)]

My Lords, I remind the Committee that this Question was debated in the first group of amendments on day 1 in Committee. The Question is that Clause 3 stand part of the Bill.

[Lord Baker of Dorking (Con)]

May I speak to this?

[The Deputy Chairman of Committees (Baroness McIntosh of Hudnall) (Lab)]

You may.

[Lord Baker of Dorking (Con)]

I was reminded earlier by the Minister that there was a debate on Clause 3—I remember it very vividly—on the previous day. In fact, that was when the noble and learned Lord, Lord Judge, who is the Convenor of the Cross Benches, said it was outrageous and should be deleted from the Bill, but I do not remember an actual Motion being mentioned on Clause 3. I do not see Clause 3 mentioned in any of the amendments from 1 to 35. Clauses 1 and 2 were, and Clauses 1 and 4 were dealt with on Wednesday.

[Lord Hunt of Kings Heath (Lab)]

My Lords, with the greatest respect to the noble Lord—I very much agree with the thrust of what he has said—I actually did have a Clause 3 stand part notice, to which the noble Lord signed his name, so I think we did debate it. Our problem is that we want to debate it again, and when we come to the fifth group, we shall want to debate it again and again and again.

[The Deputy Chairman of Committees (Baroness McIntosh of Hudnall) (Lab)]

Does the noble Lord wish to continue to discuss Clause 3 stand part?

[Lord Baker of Dorking (Con)]

I would like to. Clauses 1 and 3 are crucial parts of the Bill, and Clause 3 extends the power of the Secretary of State quite considerably. If I could draw attention to Clause 3, this allows the Secretary of State to apply or disapply education legislation almost at will, because the whole relationship between the Secretary of State and the school has now been changed. It has moved from a contract relationship, which we now have, where both sides can argue—and eventually, if necessary, go to law—to one of statutory imposition by the Secretary of State. That is why Clause 3 is very central; it is as important as Clause 1. That is why the noble and learned Lord on the Cross Benches spoke against it.

Obviously, I will not divide the House in Committee, but if the Government still come back with these sorts of clauses on Report—which I think they hope to take in July—my noble friends Lord Agnew and Lord Nash and I will table all these amendments again and will seek the opinion of the House on them, because this is essentially a constitutional Bill. That is what this comes down to. The power of the Secretary of State is being enhanced in a way that has not happened since 1870, and that has not been done with consultation or any sort of examination.

I am amazed, with the success that my noble friends Lord Agnew and Lord Nash had in dealing with failing schools, that I was at the receiving end—I had to defend my UTCs and all the rest of it, so I saw how well they worked. Actually, they were quite reasonable people to deal with. Some things we agreed on, some we did not, but at least I had a legal status. In fact, the Government changed their view only when I threatened them with a judicial review, because my trust could afford to pay for that. Then they changed their view, and I think as a matter of revenge the department has said, “Well, we’ll now take such powers that we’ll be able to use them willy-nilly, and make them completely our powers and not resistant to judicial review or anything.” This was only because my charity could afford go to judicial review, whereas an individual school that is threatened with closure under this Bill would not have the ability to do that, nor would a governing body take the Secretary of State to judicial review. This is really a sort of revenge act by the department for losing out against me in order to give it quite incredible statutory powers. I really do not think the House should accept this, but, of course, I will not divide the House today.

[Lord Adonis (Lab)]

Since the noble Lord has raised the issue of Clause 3 standing part of the Bill, I wonder whether I might add a few remarks in the form of a question to the Minister. Unusually, the debates on this Bill in your Lordships’ House appear to be attracting the attention of the media, which very rarely happens, because people have suddenly noticed that these are extremely wide-ranging powers that have the potential to transform the whole educational landscape in England. One of the commentaries I read said that the person most frequently mentioned in the debates on this Bill so far has been Henry VIII. He has been much more frequently mentioned than the Secretary of State or any of us who are former Ministers, and so he appears to have been the principal author of this Bill. I think the remarks that the noble and learned Lord, Lord Judge, made last week are what the media are latching on to.

In trying to understand the Bill, I have a question for the Minister. My understanding of Clause 3(1) is that it would give the Government the power to override any existing admissions arrangements for an academy by ministerial direction. This is quite significant, because, as those of us who have laboured in this territory know, there are 101 varieties of non-selective admissions, and in respect of academies there are different forms of banding and inner and outer catchment areas—all these things—which are hugely important to the relationship between the school and its community which are usually brokered. I know that some people think that academies operate in a vacuum, but they do not; these arrangements have generally been very intensely negotiated, including with local authorities, to see that there is fairness between schools and so on.

My reading of this clause is that it will give the Government the power to override all the funding agreements in respect of admissions, in a way that may be very ill-thought through, just because a particular Minister or Secretary of State takes against one form of banding and wants a different form of non-selective admissions. This would completely subvert arrangements which, for very good reason, have been entered into between sponsors, multi-academy trusts and previous Ministers and would effectively override the whole contractual basis on which sponsors have taken responsibility for the management of schools. That is my reading of Clause 3(1). I know that there are ongoing discussions, which I have not been party to, but could the Minister confirm that this would give the Government the power to override any existing admissions arrangements set out in a funding agreement? If that is the case, I think Henry VIII has made a dramatic reappearance in the affairs of the Committee this afternoon.

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[Baroness Brinton (LD) [V]]

My Lords, I start by apologising to noble Lords who have their names against amendments and clause stand part notices in this group. The rules for remote contributions mean that I am always called after the mover of the first amendment in the group; I would have wanted to hear other expert contributions before speaking.

Amendments 39A and 39B in the name of the noble Lord, Lord Knight, make it absolutely plain that the Secretary of State’s powers should be used only when an Ofsted inspection has made it clear that there are issues. Amendment 39C in the name of the noble Lord, Lord Mendelsohn, asks for further qualification to inform a Secretary of State’s intervention decision on the replacement of directors or trustees, which include those who pose

“a risk to the duty of the institution”.

I hope that this would also include those who do not respond to safeguarding concerns. The detail of this comes to the nub of the issue that we have faced in our day and a half of Committee so far: exactly how the Bill will work in practice.

Turning to the 14 clause stand part notices in this group for Clauses 5 to 18, I hope that, after our debates so far in Committee, the Minister is in no doubt about the concern right across the House, including from all the former Education Ministers present, about the first part of the Bill on academies. The noble Lords, Lord Baker, Lord Nash and Lord Agnew, have made it absolutely plain in our debates today and last week that this Bill, especially this part of it, is not fit for purpose and that it would be sensible to delay until more detail can be provided to Parliament, the education sector and parents.

Normally, when a major change in the structure of our entire education system occurs, there has been broad consultation with the public, schools and the bodies that deliver educational services to education directly. That just has not happened here. It is evident that your Lordships’ House remains concerned that this part has not been thought through in the detail needed. All schools that are funded through the public purse becoming academies, bringing virtually all schools under the direction of the Secretary of State, is one such major change.

That brings us to the other conflicting issue to which noble Lords have referred in almost every debate on each grouping: the Henry VIII powers that the Secretary of State will take on in the Bill; again, without wider consultation or understanding of the implications. I want to focus on the latter point for a second. Page 55 of the White Paper, Opportunity for All: Strong Schools with Great Teachers for Your Child, sets out the standards, regulation and intervention from the department’s perspective. Given the debates we have had, the White Paper is remarkably coy about the powers of the Secretary of State. In fact, according to the schedule on page 55 of the White Paper, the Secretary of State’s only role is to sign new funding agreements and amend them “for material changes”. Intervening in schools is listed as happening by the regions group, on sufficiency, admissions, safeguarding, attendance and ensuring quality; whereas the Bill appears to give decisions over these powers directly to the Secretary of State. So, what is on the face of the Bill sets out neither a strategic framework nor the detail of how it will work in practice; it also contradicts the White Paper.

This reflects the difficult debate that we are having at the moment. My noble friend Lady Garden of Frognal said during our debate on the first group of amendments that there should be delays in the progress of the Bill until some of these matters are clarified and put out for consultation. Other noble Lords have said the same; they are right. As more and more issues and concerns emerge, grouping by grouping, it is not right to proceed until they are discussed and then consulted on with the wider public.

As the noble Lords, Lord Agnew and Lord Nash, made clear in our debate last Wednesday, the Academies Minister has already had to take a large number of decisions in relation to schools that are not maintained. Some of us argue that this results in a closed and untransparent system that is particularly opaque for parents, their children and their communities when key and serious decisions need to be made about their local school. It now appears that these powers, given to the Secretary of State but with a recommendation presumably to be made by the relevant Academies Minister, will apply to all 20,000 publicly funded schools once the Bill has gone through. How on earth will this work in practice? Also, how will it be publicly accountable to the parents and communities that these academies will serve? Can a junior Minister manage this workload or will the practicalities of it mean that it will be made by invisible and unaccountable civil servants?

In the Clause 3 stand part debate earlier, the Minister said that the Government will always consult the sector, but I did not hear anything about consulting parents and communities on changes to their local schools. I hope that the Minister can provide some answers or a timetable for your Lordships’ House as to when our many questions can be answered in detail and then debated properly; otherwise, we must delay the next stage of the Bill until we know and understand more about what the Government are trying to achieve through it.

[Lord Baker of Dorking (Con)]

My Lords, I agree with everything that the noble Baroness said; I congratulate her on saying it.

May I express the hope, which I think is in the interests of many people, that we might finish these clause stand part debates before the dinner hour? Every morning, as I leave my apartment to come to the House of Lords, my wife waves me away with the comment, “Don’t speak too much.” So I do not expect to elaborate again all the points that the noble Lord, Lord Knight, made. In fact, I do not intend to move my stand part notices for Clauses 8 to 14 at all because they use exactly corresponding words in the funding agreements. Clauses 16 to 18 are exactly the same; I do not intend to move my amendments on them in order to accelerate the movement of the House.

I will say a just few words on Clause 5, which gives the Secretary of State the power to give directions rather than advice. The noble Baroness, Lady Morris, and I did not have that power. I would not seek it. No Minister has had it since 1870. I do not believe that it is right for Ministers to interfere with the actual management of schools at the local level.

Clause 6 gives the Secretary of State the right to get involved in schools’ financial matters and the running of schools. Again, I do not believe that that is the right function for the Secretary of State.

Clause 7 is a significant clause because it is the one that allows the Secretary of State to appoint a new board, governor and governing body. Ministers have never had this power. In fact, the noble Lords, Lord Agnew and Lord Nash, operated the whole problem of failing schools very effectively by using funding agreements. I recommend that their practice should continue, and that this measure should not be attempted in the Bill.

That is all I have to say. I hope that we will be able to proceed quite quickly.

[Lord Nash (Con)]

My Lords, I appreciate that my noble friend the Minister is in a difficult position; I am sure that she is reflecting greatly on the points that noble Lords across the House have made. However, as we are here, I will make a few further points. Some of them might be a bit technical; I apologise if that is the case.

On Clauses 5 and 7, I should say at the outset that, as my noble friend Lord Baker said, when I and my noble friend Lord Agnew were Academies Minister—for a combined period of seven years—neither of us felt at any stage that we did not have enough shots in our locker or enough in our armoury to deal with difficult trusts. We feel that Clauses 1 to 18 are unnecessary, which is why we have joined our noble friend Lord Baker in trying to strike them out.

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[Lord Addington (LD)]

My Lords, my degree of fellow feeling for the Minister is growing, as it was when the noble Lord, Lord Knight, was talking, because of the amount of nodding and smiling in agreement behind her from her distinguished predecessors in the post—both of whom are true believers in academies—saying that this series of powers is unnecessary. The noble Lord, Lord Nash, has given us a classic example of “Don’t make us pass this because you can do it already. You’re effectively wasting ink.” The fact that it comes from the Secretary of State and not from another structure merely enhances the problems that there already are on this.

I would be interested to see what the down side of going back would be if we were to go through this. Can the Minister point out what the problem is with having this all in the office of the Secretary of State? Is it going to the Secretary of State themselves and this is some form of punishment for whoever holds the position, for having that amount of power? It is going to concentrate everything and it is already done. What great failings are we addressing? This is not the first Bill where we have thought that something must be done so we do it and then discover that it can already be done somewhere else. The Home Office normally holds the record for this, but if the Department for Education is going into some sort of competitive tendering process on this, I hope that the Minister can tell us how. Possibly it is some sort of Whitehall competition. If there is a problem, can the Minister identify it for us?

I appreciate what the right reverend Prelate has said about Amendment 39C. I was going to ask the Minister whether she could give us some description of what this would mean in practice if it was implemented. I appreciate that there may be problems with it. There are a series of arguments and messages running around the place about certain smaller religious groups that are getting very worried about this. What would be the result here and what is the Government’s thinking about how smaller religious schools will fit in?

[Lord Baker of Dorking (Con)]

I understand that the noble Lord, Lord Mendelsohn, will not move Amendment 39C. Is that right?

[Lord Addington (LD)]

My Lords, it is something running through this debate; there has been discussion on it. I hope we can find this out. I assumed that the Minister would have been briefed.

--- Later in debate ---

[Lord Knight of Weymouth (Lab)]

I am grateful for those last comments, and that I do not have to speak for six minutes before I get my food while others discuss the national food strategy.

I am pleased to hear that, all being well, on Wednesday the Minister will be able to come and give us a little more information about the Government’s intentions, which is really important. It is also helpful that she was able to give us a vague timescale of “in the coming weeks” on the regulatory review. If on Wednesday she was able to give a little more detail on that timescale, I think the whole sector would be really grateful in terms of understanding the sequence of how things are likely to play out on all this.

The Minister talked about the blunt powers in agreements that she is looking to replace with a more nuanced and consistent response through the series of sequences, yet many of us are worried that the nature of the Bill, as written at the moment, will still be heavy-handed. If only all current Secretaries of State paid attention to their common-law responsibility to proportionality, I think we would all be a lot happier in this place.

The issues around paying and governance are issues to reflect on. All those many years ago, when I was Schools Minister responsible for academies, among other things, I commissioned some work around governance but it never really got anywhere. There may well be reasons why we want the ability to bring in people with a much more professional approach who therefore might be paid, but we need a really full debate around that. The people who give of their time voluntarily to be school governors, multi-academy trust trustees, ambassadors for local schools, et cetera, do so willingly, and we have to be really cautious about interfering with that by offering to pay even a few.

We look forward to hearing more on Wednesday. I do not think the Committee is persuaded about these clauses as they stand. I am sure the comments from my Front Bench about what will happen if we do not get a good response are being listened to by Ministers, but I am happy to withdraw my amendment.

[Lord Baker of Dorking (Con)]

My Lords, I thank the Minister for carefully explaining the Government’s justification for doing this. She is in a difficult and unenviable position, but I do not think anybody could have handled it better.

What the Government need is time to think about this and to reflect on what is needed. I am fairly clear what they are getting at, and it is a very narrow thing they want to do. I do not think that can be covered by tinkering with the existing 18 clauses, quite frankly. It will mean a redraft and new clauses, so I very much recommend what the noble Baroness, Lady Brinton, said on the screen: we should gain time. That is to say that Report on the Bill should take place in the autumn, not in July. The Government really have to reflect carefully and define their targets more precisely than they have, so that solutions can be given. My three friends and I would be able to help and co-operate with that as much as possible. I very much hope that on Wednesday my noble friend will be able to say that Report will be done in the autumn.

Amendment 39A withdrawn.

Schools Bill [HL]

Lord Baker of Dorking Excerpts

Committee stage
Wednesday 8th June 2022 Lords Chamber

[Lord Hunt of Kings Heath (Lab)]

My Lords, it is with some trepidation that I follow two such experts in education on these Benches. However, I see an uncanny parallel with what has happened in the health service, which I know a little about, and education. At about the same time that my noble friend Lord Adonis was proposing academies, in the then Department of Health we were proposing the creation of foundation trusts. The idea of NHS foundation trusts was to get out of the kind of micromanagement that the report today on the NHS talks about, and to give much more control locally, making those foundation trusts which were going to be the best performers much more accountable to local membership and to the population.

However, after the initial enthusiasm of my good friend Alan Milburn and the team of Ministers then, the normal centralising powers of the Department of Heath took over. Gradually, it has assumed more and more control again over those individual trusts. Now there is virtually no difference between a foundation trust and a non-foundation trust. Listening to my noble friends, I think that there is an uncanny parallel where essentially the Secretary of State for Education is giving himself the tools to have direct responsibility for each school within the system.

My ministerial experience of trying to run the NHS, where we had 300 bodies accountable to us, is that this will not end happily. Do Ministers realise that they will have to answer here for the performance of each individual school? Do they realise the enormity of that task? It then brings us to the problem that we have: that this Bill is ill timed because the department have not thought it through. Whatever our view on academies—there is a somewhat mixed view, on these Benches at least—there is general agreement that it is right for the Secretary of State to set some standards for our school system, and that there must be much more coherence in the system.

I was very struck by the pretty dispassionate report by the Institute for Government three or four months ago on academies, in which it makes the point that, with academies now making up almost 50% of all schools, we have a very inefficient dual system. Local authorities must still support a diminishing number of schools with declining resources, and the regulatory system for academies is incoherent, with financial regulations split from performance management and no single person or office in the system able to hold multi-academy trusts accountable for poor educational performance. The institute then says it is no wonder that far too many multi-academy trusts do not add value to the schools within their control.

The Minister referred at Second Reading to the accountability system and the ability of her department and its officials to hold the system to account. She said that Ministers were launching a review to establish the appropriate model and options for how best to regulate the English school system. Why on earth does she not do the review, see what the outcomes are, then bring legislation to your Lordships’ House and let us properly debate and seek to amend it? I urge her to listen to my noble friends and take this Bill back, or at least to pause it to allow for more work to be done and for us to have proper scrutiny of this vital legislation.

[Lord Baker of Dorking (Con)]

My Lords, I am not suggesting that we debate whether Clauses 2 and 4 stand part of the Bill at this moment; they are out of sync. We cannot discuss them until we discuss Clause 1 under the next group of amendments.

As has already been mentioned, I and my noble friends Lord Agnew and Lord Nash—both Ministers who have had direct responsibility for failing schools, my noble friend Lord Agnew for two years—have concluded that all the clauses from Clause 1 to Clause 18 should not stand part. We consider that this is a constitutional Bill and an enormous grab for power by Whitehall. It is quite amazing. Some people in the Department for Education have wanted this for years but have now given in to their worst voices. We think that the powers that they have are totally unacceptable in dealing with the problems.

--- Later in debate ---

[Lord Addington (LD)]

I do remember that, but as a hereditary Peer I am probably more familiar than the noble Lord with the threat of abolition. That whetted axe been swinging around my head for a good few years; I dodged it once.

There is this idea that Parliament should not interfere in this process because that is naughty and bad. I hope that the Government will at least allow us to have some process where this is discussed or to at least point out how this process of shining a little light—and indeed pouring a little water, if we may take a plant analogy—on these things will work. How will we know what we are getting?

On the other amendments in this group, I am learning not to prejudge the noble Lord, Lord Baker. The interesting thing about certain schools and establishments set up outside the system is why they are brought in. The noble Lord nods at me; I will take that as a win.

On the final clause stand part notice in this group and the reports of the Delegated Powers and Regulatory Reform Committee and the Constitution Committee, I hope we can get a little further into those. I do not think I have ever been involved with a Bill which has had this type of reception. It is pretty appalling that the Government have done this. I therefore hope that the Minister will take this opportunity to tell us how the Government will make sure they know what is coming. If there is regulation and stuff that I have not seen where we can learn what is coming—it is not in the Bill—let us know where and point us in the right direction. Show us how it will be easily accessible and how we can have an informed debate that starts here and goes outside, and how it feeds in too. That, at the very least, is required if we continue to change the way the system works by regulation. I beg to move.

[Lord Baker of Dorking (Con)]

My Lords, I will speak to Amendment 27A. This speech will be very short. The amendment is defensive because, if Clause 1 continues to be part of the Bill when it comes back on Report, I will have to move it again, but of course if it disappears this amendment will fall. The Government realised half way through preparing the Bill that by giving such powers to the Secretary of State which have no checks or balances in them and no requirements for consultation, a maverick Secretary of State could abolish grammar schools and selection and could intervene with religious schools with regard to the amount of worship that they have. I am shocked by that. The noble Baroness, Lady Chapman, raised what would happen if we had Jacob Rees-Mogg as the Secretary of State for Education. I shudder at the prospect. Similarly, what would happen if you had a Corbynite Secretary of State? I shudder at that prospect as well, because the powers of direction are absolutely overwhelming.

Protections were introduced for grammar schools and faith schools because they were so different, and I think the schools I have been promoting are sufficiently different as well. University technical colleges are totally different from a normal school. Take, for example, their curriculum for 14 to 16. Our youngsters—the girls as well as the boys—will spend two days a week making things with their hands, designing things on computers, making projects which local employers bring in or visiting companies. That is totally different. A Secretary of State with these untrammelled powers could simply stop them doing that and therefore destroy the distinction of the school, so this is only a defensive amendment if the Government do not see sense.

I must congratulate the Minister on her reply. As she recognised, no one has spoken in full-hearted support of the Bill. The right reverend Prelate came close: he gave it a sort of half-blessing, but not a full one. Everyone else who has spoken was highly critical of it, so I hope this amendment will not be necessary when Clause 1 is withdrawn.

[Lord Hunt of Kings Heath (Lab)]

My Lords, I have two clause stand part amendments, but also added my name to the amendments from the noble Lord, Lord Addington, and the noble Baroness, Lady Meacher. Fleetingly, when I heard the noble Lord, Lord Baker, suggest that a Minister could, at the stroke of a pen, abolish grammar schools, I warmed towards Clauses 1 and 3, but, as he suggested earlier, leaving aside the educational issues and the future governance and oversight of academies, some constitutional issues are involved.

As the noble Lord, Lord Addington, said, we cannot ignore the reports of our own Select Committees. The Delegated Powers Committee was clear that it issued new guidance to departments following its report where it said that it

“expected that bills introduced in the current session would reflect the principles set out in our report and revised guidance”.

This was a Select Committee of Parliament informing departments how legislation needed to be drafted in future. It was not a suggestion; it was a report of a distinguished Select Committee setting out how departments needed to legislate in future. It said that the principles were,

“first, that primary legislation, and the powers conferred by it, should be drafted on the basis of the principles of parliamentary democracy (namely parliamentary sovereignty, the rule of law and the accountability of the executive to Parliament); and, second, that the threshold between primary and delegated legislation should be founded on the principle that the principal aspects of policy should be on the face of a bill and only its detailed implementation left to delegation”—

through secondary legislation. This appears to have been totally ignored by the Minister and her department. Why is that, and what factors did her department take into account when sending instructions to parliamentary counsel? Had it even looked at the new guidance set by your Lordships’ Select Committee? I very much doubt it.

In its recent report, the Delegated Powers Committee said that

“it would be possible for the Bill to set out the standards that apply to academies coupled with a power to amend them where speed and necessity really did require this to be done by regulations”.

In its note to the committee, the department essentially said, first, that it might need to act quickly and therefore Parliament could not adapt if standards needed to be changed and, secondly, that it was all too technical and detailed for Parliament to consider. Frankly, as the committee says, those are ridiculous arguments, because there are any number of ways in which Parliament can deal with urgent matters quickly. The idea that we cannot deal with technical matters in legislation is shown to be ludicrous given the technical details that we have in Bills day after day. I refer the Minister to the Procurement Bill, which is going through your Lordships’ House at the moment. It is extremely technical in detail, but I have great confidence that your Lordships’ House will be up to dealing with it.

The Minister said in relation to Clause 1 that the Government are not aiming to restrict freedoms, but they cannot speak for future Secretaries of State. The other thing she said was, “Don’t worry, this is all going to be sorted out through regulations, of which Parliament has oversight”. However, as the noble Lord, Lord Addington, asked, what can we do when we have regulations? We can have a debate for a maximum of two hours. We can make our points. We can pass a regret Motion, which has absolutely no effect. So I am afraid that that offer does not amount to very much.

Clause 3, which we have not yet discussed—I realise that there are amendments to it—is in a sense the most extraordinary use of a Henry VIII power. It allows a Minister to disapply any educational legislation from any school or other educational institution. It is the most remarkable, open-ended Henry VIII clause I have ever seen. As the Delegated Powers Committee said:

“It is not good enough to say that ministers, rather than Parliament, should be able to make law because ministers can be responsive to the needs of the academy trust system. So can Parliament.”


That ought to be Parliament’s role.

As noble Lords said in the debate on the previous group, this is a major structural educational reform. The noble Lord, Lord Adonis, is right: it is displacement activity because clearly the Government have not thought out what standards they want. They certainly do not know what structure of accountability they require in relation to academy trusts. That work has got to be done. Presumably, the department pulled something out. Departments always have legislative requirements. Every department always has a Bill up its sleeve—in the case of the Department of Health, in my experience, it always has three or four Bills up its sleeve—but it really is not good enough to say, “Everything will be all right. A lot of the standards are already there, we can bring a regulation and we are doing a review on the structure of governance”. We really cannot let this go.

I see that the noble and learned Lord, Lord Judge, is here. He made a very telling intervention in the debate on the Queen’s Speech when he referred to the growing imbalance between Parliament and the Executive. He referred to the two Select Committees’ reports and concluded—I am at risk of quoting Judge to Judge—by asking

“what is the point of us being here if … we never do anything … except talk?”—[Official Report, 12/5/22; col. 130.]

He hinted that, the next time a Bill comes along with a Henry VIII clause, such as Clause 3, that has not been given careful explanation in advance, we should “chuck it out”. I do not think he expected such a Bill to come along three weeks after he made those remarks but, my goodness, the argument for chucking Clauses 1 and 3 out of the Bill is very persuasive.

--- Later in debate ---

[Baroness Meacher (CB)]

My Lords, I support the intention of the noble Lord, Lord Hunt of Kings Heath, to oppose the question that Clause 1 stand part of the Bill. I declare an interest as a member of the Delegated Powers and Regulatory Reform Committee, which has produced a highly critical report on the Bill. The noble Lord, Lord Hunt, alluded to this in many ways and I will try to avoid replicating what he said. However, I need to say that this report was exceptionally critical and that the committee sees the Bill very much as an outlier, and one we hope and expect that the Government will revisit.

I draw to the attention of the Committee and of the Minister an important 30-year review of delegated powers undertaken by the Delegated Powers Committee, which reported on 24 November last year. It was the first time such a review had ever been done and that report showed a steady diminution of democracy and of the powers of Parliament, and an ever-greater accretion of power to Ministers. Quite interestingly, the report is called Democracy Denied? This is an important issue and not a minor matter. We are talking about our democracy and we are losing it: that is the reality set out in that 30-year review. I hope the Minister and the Bill team read that, if they have not already.

The report points out the urgency of the need to redress this balance and shift power back towards Parliament and away from Ministers. Yet here we are, six months after its publication, with Clause 1(1)—an extreme and deeply concerning example of the skeleton Bill approach. One of the main criticisms in that 30-year review is the growing use of all sorts of delegated powers, but skeleton Bills in particular. Clause 1 provides no indication of what academy standards will look like or the principles upon which they will be based. In my view, and other noble Lords have said this clearly, Clause 1 should not stand part of the Bill.

The noble Lord, Lord Hunt, referred to the department’s memorandum attempting to explain why these delegations of powers are necessary. I want to spell out in more detail one of the two points the memorandum makes: there is a need for haste and to adjust as changes in educational needs evolve. Its real point is that you need principles and key standards in the Bill, then regulations are used to amend those standards—but not the principles; I hope the principles remain. It would be a big step forward from this, if we had a set of principles within which amendments might be laid. The speed issue, which is the department’s excuse for this level of delegation, is entirely unacceptable. The Delegated Powers Committee was clear on that point.

I think we have said enough about that, so I will move on to my Amendment 32 in this group. Again, I support the noble Lord, Lord Hunt, in his opposition to Clause 3 standing part. Amendment 32 is very important because it focuses on the Henry VIII powers in the Bill. The 30-year review focused strongly on the unacceptable nature of Henry VIII powers. Basically, the Secretary of State is saying that the Government do not want Parliament involved in wholesale reform, such as changes to Acts of Parliament over the years, but to get on and do that sort of stuff themselves. That is unacceptable, as noble Lords know and as the noble Lord, Lord Hunt, alluded to.

Statutory instruments have very little scrutiny; we are not allowed to amend them, but we can reject them, as my amendment on tax credits did. We rejected the statutory instrument. As the noble Lord, Lord Hunt, suggested, we were threatened with abolition; we had the Strathclyde review and were going to lose all our powers. The whole earth seemed to have been turned upside down, simply because we had deferred acceptance of those regulations. We know the scope for reviewing statutory instruments is incredibly limited compared with the detailed scrutiny that we can give to Bills. The idea of these Henry VIII powers within the context of a skeleton Bill is really quite shocking.

The Delegated Powers Committee is not the first committee to have drawn attention to the appalling nature of Henry VIII powers and the unacceptability of them, and here we have rafts of Henry VIII powers. The Donoughmore committee said that a Minister had to justify a Henry VIII power “up to the hilt” and that such powers should not be used “unless demonstrably essential”—not useful, but essential. As already alluded to by the noble Lord, Lord Hunt, the department’s memorandum utterly and completely failed to argue successfully that these Henry VIII powers are essential, as they simply are not. That is why we cannot accept what is going on here. The department argues the need to act swiftly, but I have already made the point that this can be done perfectly well by including the basic material in the Bill. There is an absence of policy development and the deferral of its creation, with it being left to Ministers. Clause 3 has to be completely rewritten and cannot be left as it stands. I therefore support the plan of the noble Lord, Lord Hunt, for it not to stand part of the Bill.

Exceptionally, the Delegated Powers Committee forwarded its report to the Secretary of State for Education personally. To my knowledge, we have never done that before. We do not do it, actually, but we felt that this case was extraordinary, in the skeletal nature of the central part of the Bill, combined with its Henry VIII clauses.

The Secretary of State replied to the committee’s report and said that he is taking note of our concerns. I find that helpful and I warmly welcome the approach of our Minister and of the Secretary of State. I, for one, as I am sure do all noble Lords, want to work with Ministers to ensure the yawning and total gaps in Clause 1(1) can be filled before Report. Deferring Report to the autumn is an interesting idea as, by this time, I hope there would be substance in the Bill that we could all debate as we should—by holding Ministers to account.

[Lord Baker of Dorking (Con)]

May I now formally move that Clause 1 should not stand part of the Bill? If I cannot do that yet, I will speak to it anyway. First, you cannot just abolish Clause 1 or Clause 3 by themselves. You need to go the whole hog and get rid of them all, as they are interdependent. I like what was done by the committee of the noble Baroness, Lady Meacher, but it was not quite strong enough. I am going to quote from the report and say how good it is, but it could be better.

Clause 1 is important because it creates the framework for the Bill. As I am sure colleagues will know, every school, maintained or academy, has to have an agreement with the Department for Education, which it signs. They will all be voided; that is what Clause 2 says. The schools will then have to accept a new agreement that has been drawn up entirely by the Secretary of State, as far as I can see without any widespread consultation at all. He has powers to vary the agreement at will under Clause 4. It is really quite extraordinary.

Schools Bill [HL]

Lord Baker of Dorking Excerpts

2nd reading & Lords Hansard - Part one
Monday 23rd May 2022 Lords Chamber

[Lord Baker of Dorking (Con)]

My Lords, this debate is not really about education; it is about the governance of schools. I think many of us in this House would prefer to be debating education, how to improve curriculum assessment and how to introduce technology and data skills into our schools—for schools of this century, not two centuries ago—but we cannot do that.

This is a cross-roads Bill, in that it increases the powers of the Secretary of State and the Department for Education in a way unprecedented since 1870. It gives them powers that I, the noble Lord, Lord Blunkett, the noble Baroness, Lady Morris, and Michael Gove never had. They are sweeping powers, including the power to make every academy sign an agreement with the Secretary of State, basically saying that it will do what they say—it will no longer be guidance, it will be direction. It is amazing that this power is being taken.

After that, if the Secretary of State gives an instruction for the school to improve and it does not, they will then issue a warning of termination. If it does not get better, they will terminate the school. This gives Secretaries of State a power to close schools—a power that they have never really had since 1870. The only schools that have been closed by a Secretary of State since 1870 are schools about which Ofsted has said there is huge financial fraud or abuse of children. I did not close any, and about only two every decade have been closed, but the Bill gives them the power to intervene in a very complete way. Every academy has to sign an agreement with the Secretary of State saying that it must accept whatever advice is given—in fact, it is no longer advice or guidance; it is direction.

The Secretary of State will actually be able to change the governors of schools. Suppose that—I say to the noble Baroness, Lady Chapman—a school in Darlington gets into trouble and the Secretary of State says, “I’m going to cancel your governing board.” How can they know the people in Darlington to appoint as governors? They cannot. The same civil servants will be dealing the next day with a school in Weymouth, the following day with one in Plymouth and the day after that with one in Dartford.

We have to be very aware that this is an important Bill. It is a real grab for power by the Department for Education. We must remember that, since 1870, the Department for Education has never run a school. It does not know how to appoint heads or how to determine any of the aspects of running a school because it has never had to do that, but now it is going to take complete control over the education system. It should be watched—not least by members of the Church of England, because I know how delicate the relationship is between Secretaries of State and the Church.

One of the reasons why I am alerting the House to this is a situation that arose with the schools that I have been promoting: university technical colleges. About two and a half years ago, three of the colleges were having a bit of difficulty with recruiting, so my trust provided improvement programmes for them with local employers and the local university. We gave them more resources and they were all on the road to recovery. However, the department involved would not accept that and issued a termination notice to close all three. I said to the Secretary of State, “If you do this, we will challenge each one through judicial review”, and the department immediately withdrew its opposition and its attempt to do that because it knew it would lose. That was a direct abuse of power, and it was only because my charity could afford a judicial review that the schools were saved.

However, if they decide to close a school in future, they do not really need to take any notice of what the community says, as the noble Lord, Lord Storey, said. He waxed eloquent about the role of the community—the school in the community. They listen to the local parents and to the councillors and balance up whether the school should be closed. There is nothing in the Bill about this at all. So I am just alerting the House to the fact that this is a game-changing Bill of a very significant nature, and it is totally unproven that the Department for Education knows very much about the improvement of schools—and I say that as a former Education Secretary.

I like one bit of the Bill very much indeed—the Government will be quite surprised to hear that. I warmly recommend the bit on the registration of home educators. We should pay tribute to the noble Lord, Lord Soley, who has conducted a campaign over the years to do this. Several Secretaries of State promised to do something about it. I see that my noble friend Lord Nash is in his place; he must have promised to do something. I am very grateful that something is being done about it. However, it goes a bit further. It is not just registration; local authorities will have the power to intervene, visit schools and determine what the nature of home education is. Some of it is excellent, but some of it is very questionable indeed, and it is not clear whether the students can cope with difficult subjects such as quadratic equations, trigonometry, the difficulties of physics and chemistry and things of that sort, and whether they have sufficient time for relaxation and sport. So that is a step forward. I strongly support that bit of the Bill.

I think the Government will take the Bill forward because it characterises their whole attitude. The Prime Minister today is going to create a department for the Prime Minister. He has already appointed a Cabinet Minister to report just to him. He will increase his staff dramatically so that he can challenge every department and every Secretary of State on any issue of policy so that he secures his will, his whims or his prejudices. That is a fundamental constitutional change in our country and I am simply amazed that Cabinet Ministers today are not prepared to object to it. The Prime Ministership has been described in our history as the “first among equals”. In the future it will just be the first—there will be no equals. That is again a grab for power at the centre.

Skills and Post-16 Education Bill [HL]

Lord Baker of Dorking Excerpts

Consideration of Commons amendments
Thursday 7th April 2022 Lords Chamber

[Lord Baker of Dorking (Con)]

My Lords, I congratulate the noble Lord, Lord Blunkett, on tabling this amendment because it has helped to shift the Government’s thinking on T-levels. When they were originally announced in July 2021, it looked as though there was going to be a war between BTECs and T-levels. I never accepted that, because T-levels will survive as an important choice at 18 for students who want to take them. I am quite convinced of that. To show my confidence in them, of the university technical colleges for which I am responsible, two have been teaching T-levels in construction and skills for the past 18 months and another seven joined them in September last year.

Since the Bill was first debated, the attitude of the Government has moved. I read only a few minutes ago the letter from the Secretary of State, large parts of which the Minister, who has been very helpful in this matter, repeated. BTECs will still be needed in the future because over 200,000 are taken by students each year. I was very glad that the Minister said that the views of employers would be taken more into account, because three large manufacturers, JCB, Rolls-Royce and Toyota, have approached the Government and said that BTECs should run alongside T-levels until students decide whether they want to take them or not.

The real success of T-levels will be if students actually want to take the exam and see it as a way to get into university. Many of them will do that but, on the other hand, lots of students will not want to take them. We found in the two experiments that we were engaged in that students who get grades 5, 4, 3, 2 or 1 in GCSEs are reluctant to handle T-levels as they are really above their capability. But they also want a technical way of getting to level 3; that is very important. AGQs, which the Minister mentioned, and BTECs do that. She did not actually mention the national diploma and the extended national diploma, but I hope they will be carefully considered by the Minister. That is how many people, particularly black and ethnic-minority students, get into a university.

I hope that this is a genuine change in the attitude of the Government towards BTECs. They are an important part of the educational process of our system. As I have said before, hundreds of thousands are taken each year. The letter from the Secretary of State is reassuring, but we will know only when we see the results of T-levels. We will have the first results of T-levels from a few hundred schools this August, more in August next year and more in August the following year before any BTECs are defunded. Then the House will have the opportunity to see whether the pledges given today by the Ministers are being fully implemented.

[Baroness Garden of Frognal (LD)]

My Lords, I add my thanks to the Minister and the Government for listening to our concerns. It was good to get the letter from the Secretary of State, although only this morning, which was cutting things a little fine. However, we appreciated the meeting with the Minister yesterday, which gave us a whole day to absorb what was planned. In this place, we have to listen and think rather rapidly.

Anyway, we felt very strongly, as the Minister knows, that defunding BTECs when T-levels were untried and untested could spell disaster for students wishing to learn practical, work-based skills. We constantly pointed out that BTECs are well understood and respected by employers, by academia and, perhaps as important, by parents. It is a benefit that they can be combined with A-levels, which T-levels cannot, giving additional opportunities to students in their choices.

We will continue to try to ensure that schools celebrate their BTEC and apprenticeship leavers with the same enthusiasm as their university entrants. Until the Government amend their highly academic criteria for schools, that may be a pipe dream, but there is hope that young people are increasingly looking at the high cost of university, the absence of social life during Covid—no getting drunk in the pubs, although that is mercifully coming back again—and considering that learning and earning is a better alternative than learning and being in debt.

Skills and Post-16 Education Bill [HL]

Lord Baker of Dorking Excerpts

Consideration of Commons amendments
Thursday 24th March 2022 Lords Chamber

That is all that is being asked for this afternoon: a short, defined delay, a consultation before defunding, and then we will get it right. As someone who got my qualifications at night school and day release, and who took a postgraduate certificate in teaching in post-16, and had three older sons who got their qualifications through further education, I say to all those, including the Minister: consult with the advisers and with your civil servants, and ask how many of them have anything like that understanding or life experience, and then they can tell me that I am wrong.

[Lord Baker of Dorking (Con)]

My Lords, I strongly support the amendment moved by the noble Lord, Lord Blunkett. It is right, and I echo completely his comments about T-levels. I am just as committed to T-levels as he is. They are an important and interesting innovation, and to show it, of the UTCs for which I am responsible, in the first year two have experimented with T-levels. They have been teaching them for the last 18 months and will know the results by August of this year. Last August, more UTCs implemented T-levels, so we are learning a great deal about them, though not enough.

The amendment tabled by the noble Lord, Lord Blunkett, would mean more time to consider whether they are living up to what we all hope that they will live up to. That is what it is all about. That is why, when we last debated this Bill, we asked that they should be delayed for four years. The Government listened—I recognise what the Minister and the Secretary of State said, which was, “No, we will delay defunding until 2024.” They were going to start gentle defunding this year with a little bit more next year. I do not know whether that will be cancelled, but the main defunding will be in 2024.

This means that we will only have two years of T-level results to judge. We will have the results in August 2022 of how many students—only a few hundred have taken them—got a distinction, a credit, a pass or a failure. In August 2023, there will be a few more hundred. That is very small evidence of whether they are working. T-levels will only succeed if two lots of people want them to succeed. The first is the students, and whether they recognise that this is a way in which they can get to university, improve their technical knowledge successfully and get a good job after that. The second is whether industry is satisfied that the level of education is what they expect their young employees to have.

Our experience of T-levels is that we had 10 starting the digital T-level 18 months ago at the Dartford UTC. Three dropped out because it was too demanding for them and too academic. We have discovered that students who only get 5, 4, 3, 2 and 1 in GCSE will not be able to cope with T-levels, because 80% of a T-level is academic and only 20% is practical. The ones who can cope with T-levels will be those who in GSCE get 9, 8 and 7. Some who get 6 can cope; some cannot. Unquestionably, T-levels are trying to produce an officer class of highly skilled workers in technology.

However, you need more than an officer class. You need a large number of qualified technicians. It is rather like in the Army, where it is no good just having an officer class. You must have the level below them, the regimental sergeant-majors, the sergeant-majors, the lance-corporals and the corporals. These are the people who make the Army successful or not. BTECs have managed to train a lot of qualified technicians who do not particularly want to join the officer class, which is very interesting. You see this in levels 4 and 5—the two qualifications above level 3. Lots of people are now being encouraged to do these, people whom I would describe as “qualified technicians”. To give an example, if you live in London and have a plumbing problem, you have to ring up Pimlico Plumbers. A plumber will come very quickly and charge £80 an hour, which is £640 for a whole day. If someone has a qualification of 4 or 5 and is earning £640 in a day, they are not going to spend two years going on to level 6, the foundation degree. They are the qualified technicians which BTECs provide extensively throughout industry.

Perhaps the Minister can explain one of the problems. BTECs will be disqualified if they overlap, but what does overlap mean? There is no definition of “overlap”. It is very subjective. It is what you think may or may not overlap. To give an example, I have had a letter from an industrialist, whom I have never met, Benjamin Silverstone, a fellow at Warwick University and an expert in battery technology. He says:

“My concern is that a kid says, ‘I want to do my engineering T-level because in two years that job is going to be there’, but that T-level doesn’t fit them for it because there isn’t anything in there about battery technologies, electrification or power electronics.”


This is just one businessman, whom I have never met, but he is saying that T-levels look far too academic.

Therefore, I ask the Ministers seriously to compare the curriculum of T-levels with the curriculum of BTECs. We are doing that with digital at the Dartford UTC and finding out how they differ, and there are differences. We would say that in some areas they do not overlap, but that is a very subjective argument, and the Government may just say, “They do overlap”, so this is not a very satisfactory system. I hope that the Government will listen again on the amendment tabled by the noble Lord, Lord Blunkett, and think again on how he is adding that one year back, meaning that they could have another year to decide more clearly which BTECs should be defunded.

My Amendment 16A is altogether quite an interesting argument. In the draft Bill, the Government said that BTECs will survive as single subjects in the future, but no student will be allowed to take two BTECs. This is an entirely original and unique thing to say in the history of education since the great Act of 1870. At no stage have any Government or Minister said that a student cannot take two qualifications that are funded and available. This has never happened before in our history, so why is it being done now? The Government have never justified this, and it is extraordinary.

--- Later in debate ---

Moved by

[Lord Baker of Dorking]

Leave out “agree” and insert “disagree”

[Lord Baker of Dorking (Con)]

My Lords, I beg leave to test the opinion of the House.

--- Later in debate ---

[Baroness Barran (Con)]

My Lords, the Motions in this group relate to provider access, universal credit, and SEND and further education teacher training. I will start with Commons Amendments 17 and 18, on strengthening the present provider access legislation, and Amendments 17A, B and C to the Motion in my name.

The Government have listened to and carefully considered the views expressed and concerns raised in this House and the other place. We agree that it is important that the number of mandatory provider encounters is balanced with the need for pupils to hear from a diverse range of people during each key phase of their education. That is why I am delighted to be able to propose a compromise amendment that offers young people that choice, related to students meeting providers of technical education and apprenticeships.

Our amendment would require schools to put on six provider encounters for pupils in years 8 to 13: two in each key phase, or an average of one per year over the course of a pupil’s secondary education. This should help to ensure that young people meet a greater breadth of providers and, crucially, should prevent schools simply arranging one provider meeting and turning down all other providers. The underpinning statutory guidance will include details of the full range of providers that we would expect all pupils to have the opportunity to meet during their time at secondary school. The Government intend to consult on this statutory guidance to ensure that the legislation works for schools, providers and, most importantly, young people.

I also want to take this opportunity to clarify that, although this amendment does not make specific reference to university technical colleges, the reference to “providers” in the amendment does cover UTCs. Strong UTCs are succeeding in equipping young people with vital skills, getting them into employment and supporting social mobility. It is right that, when there is a UTC in reasonable distance, it should be one of the providers that schools consider inviting to speak to their pupils.

I thank my noble friend Lord Baker for his work on this issue. In particular, I recognise the extraordinary work done by the right honourable Robert Halfon MP, chair of the Education Select Committee, and thank him for his tireless campaigning. I hope noble Lords will agree that this is a sensible compromise, with a middle ground of six provider encounters that will help to give every pupil information about what FE colleges, independent training providers, university technical colleges and other alternative providers can offer.

Amendments 17D and 17E in the name of the noble Lord, Lord Watson, would require that provider encounters are in person and, further, that they begin in year 7 and that access is given over at least two weeks on each occasion. We agree that all young people need work experience and engagement with a range of employers to gain insights into the workplace. We also want young people to have access to personal guidance whenever they are making significant choices about the next step in their education or training. That is why we expect schools to follow the Gatsby benchmarks, which incorporate these activities as part of a high-quality careers programme for young people.

We are committed to ensuring that every provider encounter is of a high quality and meaningful for the student. We agree that it is sensible that provider encounters should be given in person where possible. However, writing this requirement into primary legislation is unnecessary. We have seen throughout the pandemic that there are times when it is not always appropriate for provision to be given in person. Technology may also have a role to play in bringing pupils a wider range of perspectives; for example, as part of the provider’s in-person presentation at school, it could incorporate a live link-up with some students at the provider or deliver a virtual tour. However, we agree that encounters should be in person where possible, and we propose making that expectation clear in the statutory guidance.

Secondly, we agree that “the earlier, the better” on careers guidance. That is why the Government support the Private Member’s Bill currently making its way through this House that sets out that career guidance begins at year 7. Pupils will get introduced to careers education in year 7 and will start learning about technical education options via the provider encounters from year 8. There is little demonstrable benefit in bringing the provider access clause forward to year 7, because pupils cannot act on this information then, whereas from year 8 onwards, there are clear choices for them to make in terms of the subsequent stages following their secondary education.

Finally, I cannot agree with the amendment that would require schools to provide access to pupils over a two-week period. This would be extremely burdensome on schools, which would struggle to accommodate that amount of time for providers in an already busy curriculum. We think the clause as it stands, saying schools should ensure a reasonable period of time during the school day, is sufficient and proportionate.

I turn to Commons Amendment 19 and Motions 19A and 19B. My noble friend Lady Stedman-Scott and I had productive conversations—

[Lord Baker of Dorking (Con)]

I just want to refer to the earlier amendment, for which I thank my noble friend very warmly. The original Baker clause had three meetings for each year group—13, 15 and 17—and the Government wanted one. It was a loophole. I had discussions with her and I thank her very much for the way in which she responded, moving to two meetings. It is a very good example of give and take. She is a member of a Ministry that likes to take but very seldom gives, but here the Government did listen to representations from this House. I thank her for agreeing to that and being sympathetic to it.

[Baroness Barran (Con)]

I thank my noble friend for his very kind words.

Returning to Amendment 19 and Motions 19A and 19B, as I was saying, my noble friend Lady Stedman-Scott and I had productive conversations with the right reverend Prelate the Bishop of Durham, the noble Lord, Lord Storey, and the noble Baroness, Lady Garden, on these matters. I shall highlight some of the points raised in these discussions, although I am aware that the letters we wrote to the right reverend Prelate and the noble Lord are in the Library of the House.

First, I note that Clause 17, removed by Amendment 19, would be significantly costly to implement. Initial estimates from DWP suggest the cost of ensuring that such claimants retain entitlement to universal credit could be between £250 million and £300 million per annum. While this House has rightly asked the Commons to consider this point, it is right that we do not continue to insist on policy that would increase public spending. It may help if I remind noble Lords that the core objective of universal credit is to support claimants to enter work, earn more or prepare for work in the future. Indeed, it is an important principle that universal credit does not duplicate the support provided by the student support system.

However, I reassure your Lordships that universal credit claimants are able to take on part-time training for any level of course, as long as they can meet their work requirements and their work coach is satisfied that it will help their employment chances. Furthermore, the Government understand that there should be some circumstances in which people are allowed to continue to claim universal credit while doing full-time training. That is why universal credit claimants may undertake a full-time course of non-advanced study or training for up to eight weeks in order to support their employment and career goals. Additionally, as part of DWP Train and Progress, there is a further extension in the flexibility offered by universal credit conditionality. This extension means that, with the agreement of their work coach, adults who claim universal credit can undertake non-advanced work-related full-time training for up to 16 weeks without losing their entitlement to universal credit. The flexibility will last until at least April 2023.

Finally, exceptions for full-time study or training at any level are also made for students with additional needs that are not met through the student support system, such as those responsible for a child or claimants who have been assessed as having limited capability for work due to disability or ill health. This additional flexibility has been introduced in recognition of the benefit a course of study or training could have in enabling claimants with disabilities to improve their prospects of obtaining work. Officials at the Department for Education and the Department for Work and Pensions will also continue to work closely together to help address and mitigate the barriers to unemployed adults taking advantage of our skills offers. For example, both departments are working to ensure that local jobcentre leads are actively involved in and help inform the design of local skills provision through skills advisory panels and the local skills improvement plans.

Moreover, the recently announced employment and skills pathfinders are a joint DWP/DfE initiative, working in collaboration with local partners, to examine how our national interventions could be improved by aligning the delivery of employment and skills at a local level. The employment and skills advisory pathfinders will share all their learnings with the LSIPs, as I mentioned, but also with the mayoral combined authorities and other local programmes, so they have an opportunity to learn from them too. More broadly, in relation to how we are learning from these programmes, the Department for Education is setting up a new unit for future skills which will work with BEIS and DWP to bring together the skills, data and information we hold across government to enable us to use central and local government, as well as providers and the general public. The unit will produce information on local skills demand, the future skills needs of business, the skills available in an area and the pathways between training and jobs. This will obviously also be relevant to those looking for work.

Turning to Commons Amendment 21 and Motion 21B in the name of the noble Lord, Lord Addington, we all agree that it is vital for our teachers across all stages, from early years to school and further education, to be trained to identify and respond to the needs of all their learners, including those with special educational needs and disabilities. I pay tribute to the noble Lord, who has been a voice for learners with special educational needs and disabilities throughout the debates on this Bill, and more broadly in the House. However, as indicated by Commons Amendment 21, we do not believe it is helpful to prescribe requirements relating to the content of further education initial teacher training in primary legislation, and we do not agree, in response to the Motion in the name of the noble Lord, that the content of occupational standards should be cemented into legislation.

I want first to address our shared commitment to ensuring that all learners, including learners with special educational needs and disabilities, have access to a world-class education that sets them up for life and supports them to achieve positive outcomes. This starts from the earliest stages, which is why, as part of the early years recovery programme, we are establishing a training contract to increase the number of qualified SENCOs working in early years settings by up to 5,000 between September 2022 and August 2024.

In addition, we recently announced a package of over £45 million for SEND, to be delivered over the next three financial years. This includes direct support to schools and colleges to support the workforce in meeting the needs of learners with special educational needs and disabilities. The forthcoming SEND review will aim to ensure that children and young people with SEND get the educational, health and care support they need, identified early, delivered promptly and in settings that are best suited to their needs.

On the content of FE initial teacher training programmes, it is right that teaching professionals in the sector decide how teacher training should be designed and delivered. We supported a group of experts who employ teachers in the FE sector—from colleges and training providers, whose staff have real insight into the needs of their learners—to develop the new occupational standard for learning and skills teachers, which was published in September 2021.