Secondary Schools: Counselling Services

Lord Bishop of Lincoln Excerpts

Monday 20th February 2017 Lords Chamber

[Lord Nash]

I cannot. There is a long-standing tradition in this country of parents being able to educate their children at home. We rely on parents to ensure that where their children need counselling services, they get them.

[The Lord Bishop of Ely]

My Lords, does the Minister agree that an excellent education in a medical setting for those with severe mental health issues is essential to their recovery? Will he join me in paying tribute to the importance of education in acute mental health settings, such as the Pilgrim Pupil Referral Units in Cambridgeshire, which provide a stable learning environment for children and young people?

[Lord Nash]

I am delighted to join the right reverend Prelate in celebrating the value of this important work. I pay particular tribute to the Pilgrim PRU, which provides specialist support to build resilience and self-confidence, enabling children to reintegrate into mainstream or other settings. In her speech last month on mental health, the Prime Minister talked about ending the burning injustice of mental health problems. Children with more serious mental health problems deserve the same opportunities as everyone else. Ensuring that they get high-quality education is vital to their success in later life.

Education: Newly Qualified Teachers

Lord Bishop of Lincoln Excerpts

Monday 30th January 2017 Lords Chamber

[Lord Nash]

I think the noble Baroness was referring mainly to CPD. Last July, we published an entirely new standard for teacher professional development to help schools understand more fully what was involved in good CPD. We spend a significant amount of money on subject enhancement courses. We continue with high-performing senior and middle leader courses. We are reforming the NPQs. We have a number of high-quality MAT CEO courses coming on stream provided by institutions such as Cranfield University and King’s College London. We also have the teaching and leadership innovation fund, to which I referred.

[The Lord Bishop of Ely]

My Lords, does the Minister agree that the working environment for teachers is so often determined by the quality and effectiveness of school leaders, and therefore it is essential to equip school leaders to ensure the flourishing of their staff as well as their pupils? Will he be pleased to note with me the launch this weekend of the Church’s Foundation for Educational Leadership to work in this field?

[Lord Nash]

I am delighted to agree with the right reverend Prelate. I know that the Church is taking the lead in this. It has engaged in a big way with the Future Leaders Trust’s executive educators course. I believe it is sending 100 of its leaders on this course. As I say, we have other courses coming on stream from the likes of the University of Salford and a combination of the IoE and Deloitte. It is very encouraging to see these high-quality providers coming into this space.

Queen’s Speech

Lord Bishop of Lincoln Excerpts

Thursday 19th May 2016 Lords Chamber

[The Lord Bishop of Ely]

My Lords, I join the noble Lord, Lord Kirkwood, in thanking my fellow right reverend Prelate the Bishop of Durham for his speech. I join my right reverend friend in reminding the House that, in particular with children and young people, we are about ensuring their experience of love and the fullness of life. If you like, we are interested in human flourishing and community. That is the prism through which I will look at some of the direct provisions from the gracious Speech and the implications for future policy.

Research done already on the implications of what has been said by Ministers shows that academisation will proceed very fully. The think tank CentreForum suggests that only about 3,000 free-standing schools might be left that are not academised in the future. I am concerned that we do not end up with thousands of outstanding schools going it alone. We need to ensure that all strong schools, in MATs or otherwise, support schools that are struggling. There is no way of flourishing that does not take in support for others.

Another thing relating to structural change as it continues is that it is very important that this change, however important it may be, does not distract us from the business of front-line support for children and young people in school. In that regard, I am thrilled that the Government intend to sustain the pupil premium, and I am very pleased that one of my right reverend friend’s schools, the Northern Saints Church of England primary school in Sunderland, was a joint winner of the DfE’s pupil premium award very recently. It won that award because it used the pupil premium to establish a reader-in-residence scheme. This funds a reader for two days each week, transforming the children’s early reading experience. It set this up following research that says that successful adults have a love and enjoyment of reading. Northern Saints works with national and community groups using evidence-based strategies and a knowledge of their pupils’ needs to give them access to a broad and varied curriculum.

But funding on its own does not solve the challenges faced by schools. It requires good stewardship of those resources, an interest in what actually works and a commitment to the children that they serve. Collaboration, aspiration and creative thinking are as important for schools as the funding that they receive. I assume that the proposed legislation on fairer funding for schools will make good the White Paper’s commitment to support isolated rural and small schools with additional funding, but we hope it will also encourage them to collaborate and find sustainable ways of working for the future, sharing CPD and ensuring that children have access to a breadth of educational opportunities.

I note the intention of the digital economy Bill to improve access to broadband. In the Fen country the architecture for broadband and mobile access has hardly got beyond early English, let alone to Gothic. Although I will offer every available spire and tower to improve this, the main concern is about connectivity and how this directly facilitates the delivery of education across remote rural areas. Lack of connectivity is not just a nuisance for us adults; it is a genuine deprivation for our children and young people. We must also be mindful in these straitened times that adjustment to the funding formula for schools will mean losers as well as winners. There is a need to support education in any disadvantaged community, whether rural or urban, if this Bill is truly to benefit all.

I also wish to raise a question of religious literacy. We live in an age characterised by globalisation, social media manipulation, and concerns about religious extremism and the limits of pluralism. In this febrile as well as fertile context, religious literacy is more and more vital. This is never neutral, but it should be reasoned and generous. As the Church of England’s chief education officer recently said:

“Religious education is about giving people the critical skills they need to recognise deep differences in religion, belief and worldview, to understand our history and to take the diversity of voices seriously … This means much more than simply accumulating knowledge about religion and belief. It’s about enabling children and young people to encounter and wrestle with fundamental questions about God”.

This should never involve coercion or violence, but should ally passionate faith with a deep honouring of the other. Our Church schools are not proselytising communities, but they are places where we are sufficiently confident in ourselves and in our faithful witness that we are even more confidently inclusive and diverse.

In the past, local authorities have been a key link in ensuring that children have access to high-quality religious education and collective worship in schools that do not have a religious designation. This has enabled engagement with local faith communities and given children access to information about religion that dispels fear and promotes understanding. Currently, local authorities are statutorily obliged to maintain a standing advisory council on religious education. I ask the Minister: will this be lost as the role of local authorities in education changes? If so, how will we be able to monitor and assure the quality and provision of religious education in areas that have become fully academised? This is an issue of great concern to all those of us who believe in the importance of religious education and see the need for improved religious literacy.

In response to the noble Lord, Lord Murphy, I say that the implication of closer working between the RSCs and the dioceses is very important. In the case of the diocese of Ely and our RSC it is working well, but it continues to need further development.

Moving on to FE and higher education, I note the intention of the Higher Education and Research Bill to link the quality of university teaching to the level of fees that institutions can charge. It would be unfortunate if this were to lead to a situation where only the wealthiest could attend the best universities, and I hope that the legislation will seek to avoid this. In our Anglican foundation universities we are clear that the best education goes beyond simply serving the knowledge economy or providing a ready supply of well-trained employees, important as these things are. Indeed, without a wider perspective it is difficult to do those things in any case.

I look forward to finding out more about the Government’s skills plan and reforms to technical education. The further education and skills sector, which already educates more than 3.5 million learners every year, including a large number of those studying HE-level programmes, is worthy of greater recognition. It would be a great shame if HE and FE provision were separated like sheep and goats. This would, I fear, further reduce the prestige given to vocational education, a long-standing problem in our system.

Whatever the shape of the future it is clear that a key factor in implementing this legislation is leadership. Great leaders not only set out a bold vision of what educating for flourishing should look like, but equip their teams to deliver it. This is why the Church of England is establishing a foundation for educational leadership, offering the kind of networks, training and research to potential leaders which will enable them to make manifest in our systems a vision of education which sees its purpose as human flourishing for teachers and learners together.

The Church of England will soon make public its renewed vision for education, at the heart of which is the teaching of Jesus himself that he has come that people,

“may have life, and have it abundantly”.

This is not theological code for coasting. Life in all its fullness means being exacting, rigorous, ambitious and having appetite for all that excellence demands. Any school which accepts underperformance from children is failing those children. Academic rigour and progress are vital components of school life lived to the full. The Lord who promises us fullness of life tells us in John’s gospel that he is the good shepherd who is not going to lose even one of his sheep. No child is ever to be written off and we must do all we can to ensure that they receive fullness of life.

Education and Adoption Bill

Lord Bishop of Lincoln Excerpts

Wednesday 16th December 2015 Lords Chamber

[Baroness Pinnock]

Anyone involved in local government, as is the noble Lord, Lord True, knows that you can set a programme for consultation that can be as short as six weeks. That is a normal period for consultation in local government. If six weeks is what it takes, that to me is time well spent in having that in-depth conversation, an opportunity for people to get together to understand what has gone wrong and how it can be improved.

I will tell the noble Lord something from the part of the country I come from: you do not dictate to Yorkshire people, because if you do you will have them on the wrong side from the word go. I assume that other parts of the country can be that rebellious as well. We must have consultation, but we on this side of the House do not believe that that is a plebiscite, it is a discussion about how the school can be best improved by all parties coming together to make that difference to a child’s education, which is fundamentally what it is about.

[The Lord Bishop of Ely]

My Lords, I am very keen to support the idea of effective communication with our parents, not least about the ethos and character of schools, given that they have a deep effect. We see in the good key stage 2 results this last year the impact of character and ethos on effective academic results. Our parents are really keen to ensure that in any change of school, its ethos and character are maintained and that that is effectively communicated to them by any academy proprietor.

I had submitted my own amendment, which I have now withdrawn because I am content, following conversation with the Minister, that he agrees that ethos and character can be maintained and should be safeguarded effectively. I understand that parents around the country want, of course, to have even more say in what happens, but consider that church schools, in particular, have something significant to offer in relation not only to academic performance and ethos but future guarantees of religious literacy in the way in which our country is served.

One school deeply embedded in its community is the Saint Mary’s Church of England primary school in Moss Side in Manchester. This school was named primary school of the year in 2014, having previously been towards the bottom of the north-west league of schools. It is now in the top 2% of schools in progress in reading and 7% in maths. The judges said:

“This is a school with a determined attitude that not only achieves wonderful results for its pupils but also challenges stereotypes about its catchment and local area,”

In the service of religious literacy, we also have a school, St Luke’s primary school in Bury, where I am pleased to say that the head teacher is Jewish and the majority of the children are Muslim. Another school, St Chrysostom’s in Manchester, has an intake of about 40% Muslim students. This is to demonstrate that the Church of England is engaged in education because parishes and generations of citizens have provided land, buildings and teachers to ensure that Christian values could be shared with future generations and to give poor, disadvantaged children with no previous access to education the chance to receive that wonderful gift as a matter of right.

Church of England schools are deeply embedded in their local community, whether it is affluent or deprived. Schools such as Northern Saints in Sunderland and St Peter’s primary school in Wallsend have 49% of their students on free school meals. Both schools are doing excellent work to ensure that their children develop academically and personally. Stretton Church of England Academy, sponsored and managed by the Diocese of Coventry multi-academy trust, went from special measures to outstanding in less than three years. In the most recent Ofsted report, it was written:

“Disadvantaged pupils, disabled pupils and those who have special educational needs are making the same outstanding progress as that of their classmates”.

Our own diocesan multi-academy trust in Ely has outstanding rural schools such as St Martin at Shouldham, inclusive of a great cross-section of the community. The parents there are deeply engaged with the governors and the students themselves, proud of the school’s commitment to sustainable development and the preparation of the pupils to be responsible custodians of creation.

It is schools such as those which I have mentioned that are the norm for Church of England provision. That commitment to serving the common good and providing excellent education for all is the driving force of the Church of England’s involvement in education, and it is this ethos and vision that we, with our parents, seek to protect.

As I said, I have withdrawn my amendment on the safeguarding of the ethos of Church of England schools because the Minister has been helpful in offering us assurances that it will be protected, and because I am hopeful that amendments to come, including Amendment 20, will offer parents some confidence that in helping to improve failing or coasting schools they will not lose the values and ethos that they want from a school. The Church of England is keen that any change must always be for the benefit of the children and that it should happen in a turnaround fashion, as swiftly as possible. In support of that, I would still be grateful if the Minister could expand on the safeguards that exist to ensure that that much-valued ethos is secured, and if he will commit to ensuring that the Secretary of State will work with dioceses to ensure that those safeguards are enforced.

[Lord Harris of Peckham (Con)]

My Lords, I have some experience of these meetings with parents. I should like to talk about three primary schools: Roke of Croydon, a school which took us 18 months to get approval for, was failing and letting children down. All of you will have heard about the Tottenham school, which took us two years to get approval for, and Carshalton. They were all failing, and they all took more than two years to get approval.

I went at least twice to all those schools, and we had six meetings. A small group of parents complains. The governors are worried about their jobs and whether they can stay on. Of course, some teachers have to worry, and we meet all the teachers before we have the meetings with the public. At the second meeting, the same thing happens: eight or 10 of the parents complain about it.

I would like to say a few words about Roke at Purley. I could pick any of the three, but time is short tonight, and I want to talk about that school. It was failing for three and a half years. We have now had that school for two years and one term. In the first two years, we moved exam pass rates up from 42% to 94%. In those two years, the school has become outstanding. What is more important is that parents now want their children to go to that school. The 10 or 12 parents who complained were stopping that happening. Last year’s intake was 45. Last September, we had 550 applicants for 60 places. The parents want their children to go to the schools, and we want them to be successful. That is true of many of our schools. We take over failing schools. All but one of our schools was failing, apart from five free schools. We know that we can turn these schools around in under two years, but we need help to get to them more quickly—to make sure that we get hold of them in six months and put a governing body in as quickly as possible and make these schools successful and the children motivated.

I am going to keep my speech short tonight, but I want to say one thing. We talk about sport. We won five national championships last year, with all our schools, and last weekend Louisa Johnson, who goes to one of our schools, won “X Factor”. We have singing and we make sure that our children are motivated and that parents want them to go to our schools. At Crystal Palace, there were 3,200 applicants for 180 places, and there are many more like that. We have got to get more successful schools and get schools that are failing to become academies as quickly as possible, and we have to make to make sure that every child in this country gets a good education.

Education and Adoption Bill

Lord Bishop of Lincoln Excerpts

Wednesday 16th December 2015 Lords Chamber

[Lord True]

I am glad that the House has been informed of that and am sure that academies up and down the country will note that. But I think that the unelected House should probably leave it to the public to make that decision rather than putting in a sunset clause.

However, I did go with the noble Lord, Lord Watson, on one point. I welcome what my noble friend Lord Nash has done in introducing a clear duty to communicate information and, pari passu, it may be that perhaps there could be some assurance that that duty to communicate would apply in the case suggested by the noble Lord, Lord Watson, where there is a move from one academy provider to another, even if it does not have to go into the Bill. But of course that is not what is in the amendments before us. The noble Lord had an opportunity to propose that amendment but did not.

The noble Lord, Lord Watson, also said that any academy worth its salt would want to communicate with parents. However, frankly, any local authority worth its salt—whatever it thinks and whether it is in charge of a failing school or not—should want to facilitate the change. Why would any authority not wish to? But it is perfectly reasonable for the Government to put in this provision which, again, the noble Lord has not tried to take out, although he referred to it. If a local authority is not minded to assist—and I have heard a few not-very-willing voices opposite—it is perfectly reasonable for the Government to put in a reserve power.

My own view is that these amendments fail. The House discussed the issue of extensive consultation earlier and a full House took a decision on that matter. Could we not now just settle on the communication which has been promised to parents, welcome my noble friend Lord Nash’s amendment and proceed?

[The Lord Bishop of Ely]

My Lords, I am keen to follow what the noble Lord, Lord True, says in commending Amendment 20. The Minister very kindly earlier on commended the Church of England on its communication through its church schools. That effective communication, as I think the noble Baroness, Lady Howarth, said earlier on, is absolutely key. I know only too well that if there is fog in the pulpit, there is swirling mist everywhere else. Our communication through our church schools has to be effective because it is a key element in the building of fruitful relationships and networks of trust. Our diocesan multi-academy trusts are busy drawing church and community schools to join together and be more effective. But that is possible only through paying attention to parents and pupils in a process of effective communication, rather like what the noble Lord, Lord Sutherland, earlier referred to as an effective conversation, which is an ongoing process.

I was also taken by the attention drawn by the noble Baroness, Lady Morris, to the need for communication to be both determined and sensitive. If academy proprietors communicate clearly to parents that they understand the importance of the school’s character and values, a relationship of trust is already under way. I would hope that through a memorandum of understanding with the department, and in open dialogue with the RSCs, we in the church and in the wider community shall see a fruitful engagement with all stakeholders through effective communication that pays attention to building relationships at every level.

Schools: Faith Schools

Lord Bishop of Lincoln Excerpts

Monday 14th December 2015 Lords Chamber

[Lord Nash]

The noble Baroness raises an extremely good point. We are very anxious to ensure that the faith ethos is maintained. We have gone further than the noble Baroness outlines, in that we have had extensive discussions with the churches and there is a revised memorandum of understanding with them, which I believe is now largely, if not entirely, agreed. These have much more extensive provisions as to precisely how a school’s religious character will be protected.

[The Lord Bishop of Ely]

My Lords, can the Minister expand on the nature and character of the safeguards being provided, given that the prime issue around this land is not the land itself but that it has been given by parishes and generations of generous citizens to guarantee the religious character of those schools?

[Lord Nash]

I would be delighted to expand on that as the right reverend Prelate mentions. We intend to insert within the articles of association a faith object, which requires the trust to ensure that the character of the church school is maintained. There will be an entrenchment clause, which requires written consent of the diocese for changes to the articles relating to the maintenance of the church school’s religious character—for instance, those relating to local governing bodies or the church’s power to appoint staff. There is a requirement that members and trustees are appointed to provide proportionate diocese representation on the MAT, and to establish a local governing body, and for the creation of a scheme of delegation relating to the religious character of the school agreed between the MAT and the diocese. This will be protected.

Education and Adoption Bill

Lord Bishop of Lincoln Excerpts

Tuesday 20th October 2015 Lords Chamber

[The Lord Bishop of Ely]

The Church of England is firmly committed to delivering outstanding education that promotes academic excellence, together with the development of the whole child. I welcome all that has already been said about any approach to metrics in education to take a holistic view strongly into account.

I have already spoken in this House about the importance of character education. Last week, the Church of England launched a new discussion paper, on character education in schools, at a conference that was attended by teachers, school leaders and many people involved. The point was our doing this in partnership with the Jubilee Centre for Character and Virtues at the University of Birmingham, so that the work we are seeking to do in this area is of interest not just to those of us in the church but looks at how we can take a holistic approach to the education of the whole child across the maintained education service.

I have been very reassured by statements made in the other place about the way in which church schools, diocesan bodies and multi-academy trusts will be the solution in the majority of cases when it comes to looking at schools that need improvement. Let me reassure the Minister that I say that not because we want to delay the improvement of any school but because it is our conviction that we want to enable our families of schools—including MATs and school-led MATs within our diocese—to support one another into excellence. That needs, of course, to be tested at every turn. We are not in any way seeking to retreat from rigour in any of this, but we want to work as one family with one underpinning philosophy.

In my own diocese of Ely, a quarter of our schools are now in the diocesan multi-academy trust and I think we have a fine example of outstanding schools supporting weaker schools into making much greater improvements. This reinforces my point about our being one family of schools because of our determination to celebrate all that our teachers do for us and for our children. The children come first, but without fine teachers, those children would not be served. We are therefore determined to equip our teachers and celebrate their gifts, as well as further to develop the work and capability of our governing bodies. For us, this represents a generous sharing of expertise between stronger and weaker schools that is entirely in the interests of our children.

One of the key relationships for our director of education in the diocese of Ely is that with the regional schools commissioner, Dr Tim Coulson. So far, not only has that relationship been sustained, it has been very fruitful. It does help in terms of our strategic planning to be working closely with him so that he understands our commitment to our schools and helps us in the increased level of our strategic planning which will promote the development of all our schools both in the immediate future and over the long term. But I would like to ask the Minister how we can ensure consistency of practice across the country. Crucially, we all need to see high levels of objectivity and clarity around decision-making in respect of how the capacity of providers or sponsors, including in a diocese like mine, is assessed.

The role of the regional schools commissioners and the demands placed on them and their teams will be substantially extended by the provisions of the Bill. It would be unfair to expect them to operate this vast remit without published criteria that provide the clarity and consistency required. I hope that such consistency will enable positive working relationships to develop between dioceses, the regional commissioners and officials from the department that will support the continued development of the Church of England character of our 4,700 schools. A key element is the recognition that the governance structures of church schools, whether they are subject to intervention in the different ways set out in this Bill or not, must reflect their roots and the requirements of the trustees under which they were first established. Charity law demands that these requirements be respected. This is not a small point because the governance of church schools cannot be worked round.

We are committed to excellence and parents choose Church of England schools because of the broad and rounded education they provide. This will be delivered only where leaders and governors fully share that rounded vision. I urge the Minister and his officials to ensure that clear protocols and their consistent application are used to support the continued partnership between church and state as providers of education. With the ability of dioceses to plan strategically for their families of schools based on a consistent approach by the regional schools commissioners and officials, we can ensure that our schools continue to play the vital part in the education that parents so clearly want.