Lord Hill of Oareford
Main Page: Lord Hill of Oareford (Conservative - Life peer)Department Debates - View all Lord Hill of Oareford's debates with the Department for Education
(14 years, 6 months ago)
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The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)
My Lords, it is with a great sense of humility and honour that I rise to open the debate today. When I had the privilege of working in government earlier in my career, I conceived a lasting respect for the work and wisdom of your Lordships’ House. Whatever the future holds for me, that respect is something I shall never forget.
I start by welcoming the noble Lords, Lord Hall of Birkenhead and Lord Kakkar, and the right reverend Prelate the Bishop of Guildford. They, like me, will be making their maiden speeches in today’s debate and I greatly look forward to those. I fear that your Lordships, having endured my own effort, will look forward even more keenly than we already are to hearing those who are to come. I also thank my noble friend Earl Howe, who will be closing today’s debate.
The right reverend Prelate the Bishop of Guildford and I seem to be linked together. We were introduced to your Lordships’ House on the same day. We discovered that we shared the same surname and, owing to some confusion in the Pass Office last week, we briefly shared the same wife. I know that the Church of England is inclusive, but that was perhaps carrying inclusivity a little far.
Entering this House and becoming a Minister at one and the same time is doubly daunting. In my department I follow the noble Lord, Lord Adonis, who started the last Parliament with a similar challenge. If I am able to meet that challenge with a fraction of the skill and dedication of the noble Lord, I will feel that I have served this House and Government well. I am particularly grateful to all those noble Lords on all sides who have greeted me so warmly and given me such generous advice this last week. I am acutely conscious of the depth of experience and knowledge in this House and I will endeavour always to listen and to learn.
Returning to Whitehall after a gap of some 16 years, I am struck by how much seems familiar. The quality of officials in public service and the advice they give seems to me to be as high as ever. In many ways, the rhythms of Whitehall feel much the same. Only perhaps in the expected speed of response to the pressures of the media is there a noticeable change. There seems to be less of a place for the pause for thought in public life. I am not sure whether that is progress, but it certainly underlines the importance of the full and careful scrutiny of legislation that is the work of your Lordships’ House.
Like many people who care about education, my mother was a teacher. I grew up thinking that there was nothing more important than education, that teaching was a high calling and that books and learning have the power to transform lives and set people free. I still believe that today. I therefore consider myself very fortunate to have the chance to play some part, alongside so many others in all parts of this House, in trying to extend to others the kind of opportunity that I was lucky enough to enjoy.
Today’s debate brings together four issues: education, health, welfare reform, and culture. All are vital to a strong society and a prosperous future for individuals and for our nation as a whole. If we are to secure Britain’s success, we must give people the skills and opportunities that will lead to personal success: a good education, decent healthcare and the chance for people to get on. In all our endeavours, we must strive to close the gap that sets the most disadvantaged in our society apart from the rest.
At the heart of the programme of legislation set out in the gracious Speech is the principle of trust. By trusting people—teachers, doctors, parents, patients—we hope to improve services and deliver more freedom, more fairness, and more responsibility. Her Majesty the Queen underlined those core principles in her gracious Speech, and set out a comprehensive programme of reform to uphold them.
A health Bill will strengthen the voice of patients and the role of clinicians in the NHS. We will allow doctors, nurses and other health professionals to make more decisions about the management of day-to-day care and services. The Bill will seek to place GPs firmly at the centre of the commissioning of care, and I am personally pleased to see the wheel come full circle, having worked at the Department of Health in the late 1980s for the then Secretary of State, Mr Kenneth Clarke. We will give more choice and control to patients over their care, and the Bill will secure on statute an NHS free from political interference.
Work is the best route out of poverty. We must therefore make sure that people see a link between work and reward. We cannot have a situation whereby someone who gets a job and moves off benefits is actually worse off in work.
The current system is also very complicated: there are 30 different types of benefit, four government agencies and a £3 billion cost of fraud and error. We will therefore introduce a welfare reform Bill to simplify the benefits system and give people a greater incentive to work. People will be supported into work, but there will be sanctions for those who are deemed capable of work but refuse available jobs. We will also review the timetable for increasing the state pension age and legislate if the current timetable is deemed by the review to be no longer appropriate.
It is also important to invest in those areas of business, culture and innovation that will help Britain to remain economically prosperous. We will therefore support investment in new high-speed broadband internet connections, to be rolled out across the UK. We will ensure that BT and other infrastructure providers allow the use of their assets, through which the fibre-optic connections can be delivered. This will reduce deployment costs, increase availability of the connection and open up the market to new providers.
It is above all in our schools that the task of building a fairer, more fulfilled and more responsible society must start. Despite the best efforts of successive Governments and despite some progress, it is still the case that half of all pupils do not get five good GCSEs, including English and maths. Since the first OECD PISA international league tables were published in 2001, the UK has fallen from eighth to 24th in maths, from seventh to 17th in reading and from fourth to 14th in science. Improving standards in schools must be our immediate objective.
Academies have a proven track record in transforming schools in difficult circumstances into high-performing centres of excellence. At GCSE in 2008 and 2009, academies saw double the national average increase in results. Last week I was lucky enough to visit Mossbourne Academy in Hackney. There, an inspirational head teacher and sponsor have transformed what was previously regarded as one of the worst-performing schools in the country. Last year, 95 per cent of its pupils achieved five good GCSEs, and earlier this year Ofsted rated the academy as “outstanding” in every category.
More schools should have the opportunity to enjoy such freedoms if it would best serve the needs of their pupils, so we have introduced a Bill on academies to give all schools the opportunity to apply to become an academy, including—for the first time—primary and special schools. All schools which have been rated “outstanding” by Ofsted and which want to apply will be fast-tracked through the process. However, I stress that the purpose of the Bill is primarily permissive, not coercive. We intend to invite schools, their head teachers, governors and others involved with the school to take up this opportunity. In due course we also intend to work with failing schools to transform them as well. Although the Bill enables this, it is for the slightly longer term. In those cases where a school is in real difficulty, the Secretary of State will have the power to require the local authority to relinquish control of the school and free the school to appoint a head with a proven track record in excellent leadership and school improvement.
In support of these reforms we will introduce further legislation to improve school standards, reduce bureaucracy and give schools more freedoms. However, delegation of responsibility to the school and the classroom must be supported by clear systems of accountability. Therefore, in a second education Bill we will simplify the current framework for assessing schools’ performance. We will work with Ofsted to establish a new framework which will scrutinise four core areas of a school’s performance, rather than the current 18. We want to concentrate on what is really important, namely the quality of teaching, the effectiveness of leadership, pupils’ behaviour and safety, and pupils’ achievement.
Children cannot learn properly in a disorderly environment. Currently, more than 1,000 pupils are excluded for physical or verbal assaults every day. In 2007-08 nearly 18,000 pupils were suspended for attacking an adult. Only 950 of those pupils were excluded. That is not acceptable. Pupils should not have to suffer disruption caused by the bad behaviour of others, and teachers should feel confident in enforcing discipline. We will therefore give teachers wider powers to search pupils for items which disrupt learning. We will remove the bureaucratic restrictions around the use of search and detention powers. We will clarify teachers’ powers on using force, strengthen home-school behaviour contracts and abolish independent appeal panels to ensure that decisions about exclusions rest with the head, which is where they belong.
Raising standards, lifting aspirations and tackling behaviour are crucial. That will help all children but, above all, it should help those from the most disadvantaged backgrounds, who have suffered the most. Figures published two weeks ago showed that bright children from the poorest homes are seven times less likely to go to top universities than their wealthier counterparts. That is not acceptable. We will introduce a new pupil premium, which will direct resources to those children from deprived backgrounds who need them most. These wider reforms, such as the pupil premium and establishing a new generation of free schools run by teachers, charities and parents, should they so wish, will be set out in a White Paper to be published later this summer.
In conclusion, the reforms set out in the gracious Speech will give more freedom to professionals to get on with doing their jobs unhampered by bureaucracy; more freedom for teachers; more freedom for doctors; more freedom for nurses; more control for people over their own healthcare; and greater incentives for people to work—in short, more trust to our professionals and more choice for our citizens. The principles of freedom, fairness and responsibility are principles greatly prized in this House. They are the principles which shape and inform the gracious Speech and the legislation I have set out today. I look forward to listening to the debate today on these important issues.