Education Bill

Lord Bichard Excerpts

Tuesday 14th June 2011 Lords Chamber

[Lord Bichard]

My Lords, if you are the last of 50 speakers, you can at least be reasonably sure that some members of the audience have been looking forward to your contribution, which, as we all know, is not always the case. As a former Permanent Secretary in the Department for Education and Employment, as it was then, I know only too well how many different and strongly held views there are on how to improve our education system. It was my privilege to listen to them for six years, and it has been my privilege to sit in on this excellent debate this evening.

What that experience taught me is that there is probably only one thing on which everyone agrees: that the key to better education lies in the quality of teaching. All the available research confirms that, Ofsted inspections confirm that and anyone who has spent any real time in our schools knows that. Whatever the kind of school, whatever the structure, what counts is the quality of the teaching. So, when the Government entitled their education White Paper last year The Importance of Teaching, I was greatly encouraged, even more so because in their foreword to that White Paper, the Prime Minister and the Deputy Prime Minister proclaimed that:

“The first, and most important, lesson is that no education system can be better than the quality of its teachers”.

That seemed to me to herald a move away from the previous emphasis on structure, which I believe had become excessive, and back towards the need to improve the capability and quality of classroom teachers. So I came to this Education Bill hoping to see further evidence that, taking the White Paper, the Bill and other ministerial statements together, we were really developing a comprehensive strategy that would take teaching in this country to new levels. After all, the Secretary of State himself said that:

“The importance of teaching cannot be over-stated. And that is why there is a fierce urgency to our plans for reform”.

As other noble Lords have said, there is much in this Bill to commend and to agree with, but I am disappointed that there is little to suggest that there is yet a real strategy to drive up teaching quality. It is true that there are a number of initiatives. The abolition of the Training and Development Agency for Schools might not seem to be sending out quite the positive message of hope on professional development that we would like, but doubling the numbers on Teach First and introducing Teach Next are a good step forward. But, looking more closely, an increase from 560 to 1,140 by the end of the Parliament is hardly mould-breaking.

The Government are also committed to developing a national network of teaching schools to lead the training and professional development of teachers and head teachers, which in itself is an interesting idea. But we urgently need more details to reassure ourselves that this can be implemented while avoiding the danger of recycling mediocrity and while achieving the necessary consistency that the noble Baroness, Lady Grey-Thompson, pointed to earlier, without losing the generic understanding of how you adapt your teaching style to different situations, which on the face of it you are more likely to achieve through a national system.

The Government are also committed to reforming initial teacher training, not least to increase the proportion of time trainees spend in the classroom focusing on core teaching skills. Again, I can support that. But relying on initial teacher training to transform the quality of teaching will take several decades to achieve. Our focus needs to be on how we help to support existing teachers to improve their performance. Of course, reducing the bureaucratic burden on schools, and affording schools and teachers other freedoms as described in this Bill, will remove some of the constraints which can prevent good teachers realising their potential.

They do not of themselves create good teachers or turn average teachers into world beaters. That requires the very best possible continuing professional development and the effective use of the available research on best teaching practice here and abroad, taking account not least of the role of new technology. It also requires us to recruit and retain high calibre people in the profession. I for one would have liked to see a little more of that kind of content in the Bill and a little less about the structure. I hope that the Minister will be able to reassure the House that a convincing strategy on teacher professional development will be published shortly, that that strategy will be vigorously implemented and that its success will be independently assessed.