Education Bill

Lord Hill of Oareford Excerpts

Monday 18th July 2011 Grand Committee

[Baroness Flather]

My Lords, church schools are extremely popular, especially with ethnic minority parents. They feel that there is more discipline and they are better controlled, and there is usually a uniform. Most ethnic minority parents like that. I am not sure it is because of collective worship and we should bear that in mind very carefully. If we take out the word “worship”, we have had things about spirituality and about Christian heritage. It is very important that children from anywhere and everywhere learn about the Christian heritage of this country. That is fundamental: if we do not know anything about the Christian heritage of Britain we do not know about Britain.

I would also like to point out that this is the most irreligious country I have ever come across. The people in this country are not religious and they do not even pretend to be religious. If collective worship is your idea to bring up a generation that will be more religious, it will not, because it has not done so. As far as the worship in the Chamber is concerned, I agree with the noble Lord, Lord Peston. I went once; I could not go again, simply because it is so ludicrous. Turning your back and showing your bottom is just not on. I would never do that. I do not mind a few words thanking God et cetera—that is fine. I have no problem with any religion, or no religion. I was brought up to believe that all faiths, all religions, are pathways to God and they are equally valid in that sense. I have no problem with that, but there has to be a limit to how we deal with these issues. Certainly there are old people here and people of a generation who are used to that kind of thing. For me, it was very strange indeed. We talked about peer pressure. Peer pressure works here as well.

I say to the noble Lord, Lord Griffiths, that, during the years that I spent in voluntary work in Maidenhead, my closest allies were the Methodists and I have long since learned how good they are. I now judge people not according to what I learned once but as they present themselves to me. However, I would say that the Catholics suppress women, and hundreds of thousands of women die in childbirth. He may not like that, but I do not care.

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

Behind me is a portrait of the judgment of Daniel. Actually, I think that it should be a portrait of the judgment of Solomon, given today’s debate—

[Lord Peston]

I am sorry to interrupt the Minister. I am very much looking forward to hearing his speech, but the monitor suggests that we are possibly within seconds of voting in the Chamber.

[Lord Hill of Oareford]

I am going to speak very quickly.

[Lord Peston]

It is just that I do not want his speech to be ruined by the fact that we may need to march out during the middle of it.

[Lord Hill of Oareford]

My Lords, I would have finished it by now if the noble Lord had not intervened.

There is an extremely wide range of views on this important issue, as I knew there would be, and, like others, I am grateful to my noble friend Lord Avebury for raising it. In considering the current system and the way forward, the Government’s guiding principle is that the arrangements for collective worship should be flexible and fair to pupils and parents as well as manageable for schools. The requirement for a broadly Christian collective worship is a long-standing one, which I think was the point made by the noble Lord, Lord Touhig, who referred to it as our Christian heritage. A similar point was made by the noble Lord, Lord Griffiths of Burry Port.

If I may declare an interest, as other noble Lords have, I am the son of a Methodist mother, who herself had to go to chapel three times a day on Sunday, and of a father who was a chorister at Westminster Abbey and so went to church almost every day for six years. As a result of that, we had no church at all in our household because I think that my parents suffered from overload. However, as a kind of historian—or a historian manqué—I think that it is difficult to write out the role that the church has played in education and in the history of our country for many hundreds of years—

[The Deputy Chairman of Committees (Lord Geddes)]

With great respect to the Minister, the noble Lord, Lord Peston, was entirely right, as a Division has now been called. The Grand Committee stands adjourned for 10 minutes, to resume again at 5.10 pm.

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[The Deputy Chairman of Committees (The Countess of Mar)]

My Lords, I remind noble Lords that there is a problem if mobile phones are switched to silent in that they still interfere with the sound system. Therefore, can noble Lords please ensure that their mobiles are switched completely off so that we do not get a buzzing noise? I gather that the Minister was in the process of winding up.

[Lord Hill of Oareford]

My Lords, I cannot apologise to the noble Lord, Lord Peston, for my hubris but I shall do so later.

The Government believe that this educational experience makes a valuable contribution to the spiritual and moral development of all young people and not just for those who attend religious schools. That view is shared by many parents, who still expect their children to understand the meaning of worship as well as to have an opportunity to consider spiritual and moral issues, and to explore their own beliefs, whether or not they hold a faith. The right reverend Prelate referred to some statistics published in September 2010 by the Office for National Statistics, which suggested that 71 per cent of the population still identify themselves as being Christian.

In response to a specific question that I was asked, academies are covered by the provisions on collective worship. Parents can withdraw their children from collective worship if they wish to do so, and sixth-form pupils also have this right. The Government consider it appropriate for parents to exercise these rights on behalf of children of compulsory school age, and we respect the right of parents to have their children educated according to their religious and philosophical beliefs. We would expect that, in exercising this right, parents would take account of their children’s views.

The law also requires schools to provide an educational experience of collective worship that is relevant to all pupils, no matter what their background or beliefs, ensuring that the collective worship is presented in a way that benefits the spiritual, moral and cultural development of all children and young people. In addition, under Section 394 of the Education Act 1996, schools have the freedom to apply for a determination from the local authority if they judge that it is not appropriate for the requirement for collective worship to be of a broadly Christian nature to apply to their school.

Therefore, overall we believe that the current system of collective worship is sufficiently flexible and fair in making provision for a variety of different perspectives and attitudes to collective worship without imposing unnecessarily complex arrangements on schools. I understand the range of views expressed but I intend to take the advice of the noble Lord, Lord Griffiths of Burry Port, that this is an important issue to which we may need to return in a different context. With that, I ask my noble friend Lord Avebury whether he feels able to withdraw his amendment.

[Lord Avebury]

My Lords, we certainly will have to return to this matter in a different context but we will have to do so on Report, because we are not going to resolve it here this afternoon. As your Lordships will understand, we cannot have a Division on it. However, there are certain things on which we can agree. First, all noble Lords who have spoken have said that an assembly is a good idea—that all the pupils should come together as one and partake of a proceeding that has a moral and ethical dimension. Even the noble Lord, Lord Peston, would go as far as that, although he might not wish to add the word “spiritual”.

I point out that some among us are atheists—that is, we do not believe in a supreme being who is directing our procedures and telling us how to behave—but we believe that there are moral and ethical codes that should be common to the whole of humanity and we want them to be taught in assembly. We want children to have, for example, the virtue of tolerance, which has been mentioned. How can we have tolerance when children are separated into different kinds of religions, even if, as the Minister has just said—

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[Baroness Hughes of Stretford]

My Lords, I rise briefly to thank the noble Lord, Lord Laming, my noble friend and other noble Lords for taking this matter up with the Minister on behalf of almost everyone in the Committee after the earlier debate on this subject. It is clear that they were speaking for all of us. On the withdrawn amendments of the noble Baroness, Lady Walmsley, I think that the proposal is a good idea and may well sit better in the health Bill when it finally comes. However, the duty on schools to co-operate would require them not only to co-ordinate with the local health authority at the strategic level, but also in relation to individual children and the packages that they need, whereas the well-being boards will look at services more broadly. The duty to co-operate is still necessary in order for schools to work with other agencies in relation to individual children.

I thank the Minister for his willingness to discuss this issue. All noble Lords in the Committee believe that were it in his gift, I am sure that the matter would not be proceeded with at this time, but obviously and rightly the Secretary of State has to make the decision. I therefore ask the Minister to give us an assurance that we will be clear about the Government’s intentions before we get to Report. Clearly, if the Government decide to proceed with this, Members of the Committee will want to think about their approach at the next stage.

[Lord Hill of Oareford]

I will be brief. I can say yes to the noble Baroness, Lady Hughes. We will be clear before we reach Report; we need to be. I have given that undertaking to the noble Lords I met with and I am happy to repeat it. I am grateful to the noble Lords, Lord Rix and Lord Laming, for what they said. I was glad to have the chance to meet them and we will meet again—I will not finish that line.

I will have to follow up the point made by my noble friend Lord Elton and write to him. Ditto, I am not sure about the position in Finland, but we will look into it.

Again, I am grateful to noble Lords for meeting me. I have undertaken to discuss this further, which will probably be in September but before the Report stage. On that basis, I hope we can move forward.

[Lord Rix]

My Lords, I am very grateful to everyone who has spoken. I hope that the Minister can write to me during the Recess because I am going away in the first week in September, when the Bill might well reach its Report stage. I should certainly like to be able to discuss this with the Minister or with my colleagues, if that is possible, before we actually reach the next stage. However, with the Minister’s assurances ringing in my mind, I am happy to withdraw the amendment.

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[Baroness Howe of Idlicote]

My Lords, perhaps I may make a brief intervention because, obviously, one supports a great deal of what has been said, particularly on fairness and ensuring that the least well provided for children are given not only a fair, but a more than fair, chance. I thought that one of the bases on which academy status was to be granted was a clear understanding that academies would take a proportion of these children. If that is the case, how will that be ensured?

[Lord Hill of Oareford]

My Lords, I start by responding to the noble Baroness, Lady Hughes, and recognising her commitment to fair access and the points made by a number of noble Lords. I hope we can accept that there is common ground between us and that there is nothing more important than working to make sure that all children and young people have a fair opportunity for excellent education and training. Part of the answer, as the noble Lord, Lord Sutherland, said, lies in increasing the provision of good places. We are not there yet, but that is one of the underlying principles of what the Government are trying to do in their reforms—trying to give schools more autonomy and encouraging more diverse provision. That is, in a way, the other side of the coin to extending autonomous schools, about which noble Lords have concerns. We can address those concerns, but it is the drive towards greater autonomy and variety that will, over the longer term, provide a greater number of better places and deal with the underlying problem with admissions, which is that there are not enough good places.

I shall pick up on the point made by the noble Baroness, Lady Morris of Yardley, and put the scale of the problem into context. In February, the schools adjudicator gave evidence to the Education Select Committee in another place. He said that,

“the vast majority of admissions authorities … if they are breaching the rules, don’t mean to be doing so”.

In 2009-10, there were 151 decisions, in the context of around 5,500 admissions authorities, in more than half of which the complaint was not upheld. I say that just to provide a little context.

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[Lord Elton]

My Lords, I am as eager as anyone else to help the Committee to move on quickly, so I shall be brief. I was not going to intervene at this stage but, having been Minister for Education in Northern Ireland for two and a half years, and during my watch having authorised the institution of the Lagan integrated school, I feel that I have an interest that I should put before your Lordships.

The most heartening things that I have heard have come from my right reverend friend the Bishop. As I see it, the process of integration is already going on in established faith schools. It seems to me that what we do not want behind the movement for these amendments is an animosity towards religion. We want an animosity in favour of good education, and here I endorse what the noble Lord, Lord Sutherland, said. In other words, a good school is always going to be a magnet. Whatever its theological background, people are going to move there to get their children into it, and the same applies to a school that is not a faith school. You are not going to end that with any amendment of this sort. It is in fact competition working its influence on the educational market. Therefore, I say only that if we are to have amendments at Report they should be designed to foster, rather than smother, the movement to inclusivity within faith schools that we have seen, and which I believe to be thoroughly healthy.

[Lord Hill of Oareford]

My Lords, this is our second debate this afternoon on faith. Like the last one, it has been thoughtful and stimulating. I want to start with the comments of the right reverend Prelate the Bishop of Lichfield who reminded us first about the tradition of the churches and other faiths providing education being a longstanding one in our country. He also wisely warned us against the dangers of generalisation.

There have been a couple of times this afternoon where we have teetered on the edge of generalisation, and the right reverend Prelate sensibly and calmly brought us back from that. He also used powerful evidence to show the contribution that faith schools make. It is the Government’s position that they provide high quality school places and, as we have heard from a number of noble Lords, that they increase choice for parents and that they secure better results overall, which is one of the reasons why they are popular with parents.

Therefore, my starting point in replying is to say that I will, perhaps not surprisingly, be arguing for the status quo. We think that faith schools should be able to teach according to the tenets of their faith and to have admissions policies that reflect that ethos. The right of parents to have their children educated in accordance with their religious beliefs is enshrined in the European Convention on Human Rights, as we have heard, and we are committed to maintaining that right. The exceptions in the Equality Act that have been discussed today exist to allow faith schools to continue to provide education in an environment conducive to their religious ethos and in accordance with parents’ wishes. We see no reason to remove them.

However, those exceptions do not mean that schools with a religious character can discriminate at will. All maintained schools and academies must comply with the schools admissions code, as we have already discussed. They may give priority to applicants of a particular faith only when oversubscribed and they must admit all applicants without reference to faith-based or any other criteria when they cannot fill all their places. Schools with a religious character, irrespective of their faith, are subject to the same checks and inspections as all other schools and, as the right reverend Prelate pointed out, many of these schools have a very good record of reaching out to their local communities and promoting diversity. I remember that Church of England schools score more highly on community cohesion than community schools, which is a fact worth reminding ourselves of.

So far as maintained schools converting to academies are concerned, we set out the principle at the time of the Academies Act that they should convert on an as is basis. Therefore, the process of conversion to become an academy is not in itself a way of increasing the number of faith places available. New academies, including free schools—this is a question I was asked by the noble Baroness, Lady Massey of Darwen—will be able to apply faith-based admissions criteria only to a maximum of 50 per cent of their pupils and, again, only if they are oversubscribed. We were clear about that at the passage of the Academies Act, and I am happy to restate that today.

Overall, we see no reason to change the operation of maintained faith schools and academies. As many noble Lords have said, things are evolving in their own way. They are popular with parents, they are beneficial for pupils and they are an important part of the education landscape. However, we recognise that we need to strike a balance. That is why, with the expansion of the academies, we have been careful to ensure that there is no overloading of the system with religious-based schooling, which is why we have put in the 50 per cent limit.

I think we have struck a fair balance and that faith schools have served us well. I would therefore ask the—

[Baroness Morris of Yardley]

I agree entirely with the position the Minister has outlined. I just want to invite him to explore one point on which I think the Committee would like some reassurance. It is the point raised, to some extent, by the noble Lord, Lord Baker. The position that the Minister has just defended is the position as it was up to 10 or 15 years ago, and a lot of schools with faiths other than those which we are used to seeing are now coming into the system.

I remember at a meeting or two ago of this Committee that the Minister gave an assurance that he would not let creationist schools go ahead, and that is a religion. Yet his opening comments, however, were about the degree to which a religion is right to teach their faith in school. As we move forward—and there are more schools with a religion other than those with which we are familiar—how worried is the Minister and what actions is he taking to make sure that the position he is at ease with now continues?

[Lord Hill of Oareford]

My Lords, I take the underlying point. In my comments, I made reference to the importance of inspection. That is not simple, because inspectors need to know what they are looking for if they go into a faith school where one might think there is cause for concern. It is not always straightforward, but inspection is one way of addressing this.

As to setting up new schools and free schools, about which noble Lords, including the noble Baroness, Lady Massey, have concerns, oddly enough I think that because that whole process is being set by and overseen by the Government from the outset—we have due diligence and ways of exploring these questions, which we will do carefully and rigorously—that area is of less concern than perhaps that of independent schools and maintained schools. I am not at all dismissive of the point that the noble Baroness raises. I hope that inspection and the Secretary of State’s powers on academies to make sure that everything is operating correctly will provide some reassurance. We should not stick our heads in the sand about the issue. I was headed towards asking the noble Baroness, Lady Massey of Darwen, to consider withdrawing her amendment.

[Baroness Massey of Darwen]

My Lords, as ever, this has been a fascinating and wide-ranging debate. We are evolving in this, but evolution sometimes needs a little helping hand. I accept the historical role played by the church in education but we have become a different society from the one that we were many years ago. I continue to have fears about ghettoisation. Of course I am not seeking to close faith schools. I am not sure how I gave that impression. I am just seeking to ensure that faith schools are more open, and I have some sympathy with the noble Lord, Lord Baker, in all this.

In following up the question of my noble friend Lady Morris, which I was also going to ask, I hope that the Minister has no fears that some free school could be set up somewhere and designed solely to promote a faith of one kind or another. I am not so convinced of that. I accept the historical influence of faith schools, and I am not seeking to go back on that. However, we have to continue our vigilance about our schools—be they faith schools or otherwise. As always, I would wish to strike a balance. I hope that at some point we can discuss with Members of the Committee of all faiths some of the issues that came up in my previous amendment and try to reach a greater understanding. In the mean time, I beg leave to withdraw the amendment.