Education Bill

Lord Blackwell Excerpts

Monday 18th July 2011 Grand Committee

Moved by

[Lord Blackwell]

106: After Clause 35, insert the following new Clause—
“Duty to provide for the needs of high-ability pupils
In determining the nature of their educational provision, all maintained schools, Academies and free schools must have regard to meeting the special learning requirements of children within their admissions group who have or subsequently demonstrate high ability or aptitude for learning.”

[Lord Blackwell]

My Lords, I shall speak also to Amendments 107 and 119. Given the hour, I will try to be brief. These amendments relate to points I made at Second Reading about the importance of providing a proper learning environment in our schools for children of high ability and high aptitude. Although they all relate to that, they are not consequential, and therefore at subsequent stages of this Bill it may be appropriate to consider them separately. I must also make it clear that none of these relates to the admission procedures of schools. In the words of the noble Baroness, Lady Morris, they talk about how best to teach all the children who come through the school door.

Amendment 106 puts a duty on schools simply to provide for the needs of high-ability pupils. I use the terms “high-ability” and “high-aptitude” because I want to make clear that we are talking about latent as well as demonstrated capability. It is clearly important that standards are high for all children and we make all schools excellent, but we must make sure that the most able children are properly catered for. This is an argument about fairness, that these children, like all children, should be able to fulfil their potential. It is also an argument about what is important for the nation because the most able children are those from whom our future leaders in all spheres of activity often come. If we are going to compete on a global stage, we need to make sure that the most able children have the highest possible standards against global competitors. We need that to apply to children in the state sector, not just those children who are able to go through the private sector.

The amendment does not prescribe how schools should make educational provision for high-ability children but clearly one of the most common ways of doing that is through streaming or setting. The latest figures from Ofsted are for 2006-07, and suggest that 14 per cent of children in primary schools are setted or streamed, excluding PE. In secondary school that rises to 46 per cent, but that means that 54 per cent are not setted or streamed. Interestingly, in maths 78 per cent are setted or streamed, in contrast to 51 per cent in languages and only 34 per cent for geography. The question that that raises is why standards are considered less important in geography or languages than they are in maths. If streaming or setting are appropriate to deal with high-ability children in maths, are they not equally important for other subjects, particularly for those children who need to get high grades in a number of subjects in order to progress to the best universities?

This is not the time for a long debate about this. I recognise that there are counterviews, including the argument that other children benefit from having high-ability children in the same class. The counter to that is that there is evidence that both sets of children can benefit if they have teaching best suited to their aptitude and ability. In any case, it is important for the whole of society that the most able children are allowed to excel. Putting this duty on schools without prescribing how they do it would require them to address the question of how they are providing for the needs of the most able children and allow them to defend whatever method they believe they have to fulfil that requirement.

--- Later in debate ---

[The Earl of Listowel]

Before the noble Lord responds, I think that I am right in thinking that a Select Committee of this House, when discussing science education, drew particular attention to the lack of lab technicians and the difficulty that that posed for young people to spend time in the lab to do experiments. I encourage the Minister to consider that issue and consider what progress has been made since that report was published two years ago.

[Lord Blackwell]

I thank my noble friend for her response and thank the other noble Lords who have taken part in this debate. Some extremely helpful and interesting comments came in this brief exchange. It is clear to me that the amendments could be improved, if they were to be pursued. Obviously, I will want to reflect on what the Minister said about what the Government are already doing and come to a view on whether more should be done that the amendments would encourage. We may want to return to them on Report but, for the moment, I beg leave to withdraw the amendment.

Amendment 106 withdrawn.