Education and Skills Act 2008

Lord Hill of Oareford Excerpts

Wednesday 23rd November 2011 Lords Chamber

[Baroness Walmsley]

To ask Her Majesty’s Government when they plan to commence the duty on school governing bodies to invite and consider pupils’ views, introduced through section 157 of the Education and Skills Act 2008.

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

My Lords, the commencement of Section 157 of the Education and Skills Act 2008 is under review. Section 176 of the Education Act 2002 already requires schools to have regard to statutory guidance on consulting pupils, and remains on the statute book. We are revising the guidance published under Section 176 and have been working closely with a wide range of interested parties, including children’s charities, in its development.

[Baroness Walmsley]

I thank my noble friend the Minister for that reply. As we move towards the celebrations of the 20th anniversary of the UK ratifying the UN Convention on the Rights of the Child on 16 December, it is very important that that guidance is consulted on and is very clear to schools. Can my noble friend say when that guidance will actually be published, so that people can be quite clear about how schools should go about implementing the UN convention, in particular, article 12, which is about the child having a right to have his or her voice heard and opinions taken seriously on any matters affecting him or her?

[Lord Hill of Oareford]

My Lords, I agree with my noble friend about the importance of the guidance and it being clear and intelligible. I am not able to give a specific date today as to precisely when we will be publishing that. I fall back on the normal formulation of “soon”. I know how much the issue matters to my noble friend and I will make her point and point out the arrival of the anniversary to my honourable friend in the department.

[Baroness Howe of Idlicote]

My Lords, will the Minister agree that, by becoming a school governor and making an important contribution to their school’s well-being, pupils can gain early experience of citizenship that will be so important later in life, so this will be a really important step in the right direction? Can he please encourage his fellow Ministers to encourage all those who are going to make that decision in future?

[Lord Hill of Oareford]

I agree about the advantages and benefits that could come from schools involving their pupils in decisions affecting them and the school. No one will know better than the noble Baroness the extent to which that happens, given the large number of schools—I think 95 per cent of schools—that have school councils. Many governing bodies have pupils as associate members. I know the noble Baroness would like to go further and faster on that, and we had a good debate about it during the Education Bill. I agree with her in that, where schools want to find ways of involving and encouraging children, I would very much support that. Where the Government and the noble Baroness parted company during the Education Bill was over making that a requirement and compulsory in both primary and secondary schools. However, the principle of involving children is an important one.

[Lord Tebbit]

My Lords, would my noble friend like to consider that, as we have had more and more of this sort of guff promoted through the education system, the standards of education, knowledge and discipline of children at school have steadily fallen. Would it not be a good idea to get back to the idea that teachers teach, pupils learn and that one has to learn to take orders before one can give orders?

[Lord Hill of Oareford]

My Lords, if my noble friend had been able to sit in on some of our extremely lengthy deliberations on the Education Bill, particularly as we ground through Committee in the Moses Room, where all those present were extremely resilient in the hours they put into debating it, he would know that a significant part of the current Education Bill has precisely the sort of measure that he would welcome—giving greater authority to teachers to teach. We all know that orderly environments are environments where children are safer, and environments in which children are safer are those where they can learn better. Therefore, I completely accept the need for an orderly environment. What I do not accept is that there is necessarily an either/or between looking after the interests of children and wanting to make sure that they learn in an orderly environment. It is possible to do both.

[Baroness Hughes of Stretford]

My Lords, at Third Reading the Minister told us that he estimates about 95 per cent of schools have a school council or some form of consultation process for pupils. That means that, despite the guidance he referred to, for pupils at more than 1,000 schools there is no such forum that we know about. Contrary to the view expressed by the noble Lord, Lord Tebbit, does the Minister agree that engaging with pupils is not only good practice for the schools, but also encourages responsibility and active citizenship among the pupils? Therefore, in addition to the guidance, what do the Government intend to do to ensure that all schools have some appropriate consultation and active participation mechanisms for students?

[Lord Hill of Oareford]

In all these things, one needs to strike a balance between seeking to move in the direction of involving children and being overly prescriptive in the ways one goes about doing it. We think the balance is about right in terms of the degree of guidance that we give and the way that schools are responding. One of the other developments, which will probably not be welcomed by my noble friend Lord Tebbit, is that the Government have said that they are looking at ways of strengthening the role of the office of the Children's Commissioner, and are thereby looking at making sure that children’s rights as set out under the UN convention would be enforced.

[Baroness Butler-Sloss]

My Lords, I congratulate the Minister on saying that the Children's Commissioner is going to be given greater powers. That is an extremely important advance, of which many Members of this House would very much approve. Taking up what the noble Lord, Lord Tebbit, said, would the Minister agree that for children to have their views heard does not mean that children are giving orders?

[Lord Hill of Oareford]

My Lords, I am afraid that I got lost as to whether I am supposed to give a negative or positive reply to the question. It is absolutely the case that for children’s views to be heard we need to have orderly and disciplined environments in schools. It is extremely important to emphasise that point; it is the case, over quite a long period of time, that there has been a balance towards treating adults more like children and children more like adults. I would quite like the balance to shift back towards treating adults more like adults and looking after children and treating children like children, to give them the care and support they need. Then they can grow up and flourish.