Education: Academies

Lord Cormack Excerpts

Monday 9th May 2016 Lords Chamber

[Lord Nash]

As I have said, I accept that there are multi-academy trusts that are not performing, but we have ambitions to bring them up to the standards of those that clearly demonstrate that this model works. As far as a monoculture is concerned, we would say that we have much more diversity in the academy trust structure than under a local authority structure, whereby a school is stuck in one local authority because of a geographical accident. An academy can choose to convert, maybe on its own or as part of a small local cluster, or as part of a larger group. Of course, there are high-performing local authorities, and we encourage them to spin out and form multi-academy trusts, which some are discussing at the moment, or to subcontract out their school improvement activities.

As far as autonomy of individual schools is concerned, we have said a lot about how we would expect schools in multi-academy trusts to work together in local clusters. We think that is absolutely essential to their being intimately involved with their community. Ultimately, we are concerned with standards and pupils ahead of everything else.

[Lord Cormack (Con)]

I thank my noble friend for his Statement. I was one of those breathing the collective sigh of relief referred to by the noble Lord, Lord Sutherland. I am delighted that the Government have withdrawn the word “compulsion”, but, since he has made his understanding of rural schools clear, I ask my noble friend to remember that in many rural schools—I had some 40 in my former constituency—parent governors play a particularly important part. Just as he will encourage schools to become academies, will he encourage all schools to maintain parent governors?

[Lord Nash]

I entirely agree that parent governors play a very important part in all schools, particularly in rural schools, where, as we have discussed, they are so intimately connected with their local community. That is why we want parents to be more involved in their schools than they are at the moment. We want them to be intimately involved in all aspects of their child’s education, be that attendance at parents’ evenings or whatever. For the first time, we will create a new expectation that every academy will put in place arrangements for meaningful engagement with all parents to give all parents a voice. We will put in place a parent portal, setting out the key things that parents need to know about their schools. We will introduce more regular surveys of parental satisfaction and we will provide guidance on handling complaints.