Initial Teacher Training

Lord Knight of Weymouth Excerpts

Thursday 18th November 2021 Lords Chamber

[Lord Knight of Weymouth (Lab)]

My Lords, I start by paying tribute to the excellent opening by my noble friend Lady Donaghy and commending my noble friend Lady Morris on her excellent contribution, joined by the noble Earl, Lord Clancarty, and others: it was a really good start to the debate. I remind your Lordships of my education interests as recorded in the register. In particular, I chair the E-ACT multi-academy trust board, I am an adviser to Nord Anglia Education, and an occasional client is my former employer Tes Global, where I co-founded the Tes Institute, now the fifth largest qualifier of teachers in England. I also recently led the inquiry into initial teacher training by the All-Party Parliamentary Group for the Teaching Profession, of which I am vice-chair.

The inquiry was triggered by the market review chaired by Ian Bauckham. We received evidence from teacher training providers, both school-centred and universities, from schools, the College of Teachers and the teaching unions. I say to the noble Lord, Lord Kirkham, that I do not totally agree with his view on teaching unions; my experience is that when you work with teaching unions as proper stakeholders, you can achieve quite a lot alongside them. We titled the report of the all-party group, If It Ain’t Broke, Handle with Care. This reflected the lack of evidence to support the assertion from the then schools minister, Nick Gibb, that there was an urgent problem that needed solving. In fact, the biggest problem was the threat to teacher supply created if the outcome of this review were implemented.

I spent the first three days of this week in long meetings reviewing the performance of the 28 schools in the E-ACT group. Across the board, one of the biggest challenges we face is recruiting enough teachers, especially in shortage subjects such as maths. The majority of schools are not fully staffed, meaning more use of agency staff than we want and some roles having to be re-advertised because of a poor response. This is important context for the suggestion that we can just jettison a number of ITT providers in pursuit of the clear agenda of centralised control, dressed up as re-accreditation. The very idea that universities such as Oxford and Cambridge might follow through with the threat to walk away from training teachers if these proposals are implemented demonstrates what a pickle the department has got itself into. And it is not just the elite universities: the MillionPlus group is just as animated, as are the school-centred ITT providers. Some of these may be small in scale, but they provide important training opportunities in remote areas that universities struggle to reach.

The combined effect of some of these providers being excluded by re-accreditation, or walking away because of the threat to academic freedom and an uneconomic model, could be catastrophic. This country is short of teachers. The spike in numbers applying to train at the beginning of the pandemic was short-lived. If transitioning to a new system disrupts the supply of new trainees, then there are serious consequences for our schools and for the life chances of our children. I remind your Lordships that this is not just about the delivery of training: as others have said, there are problems now with there not being enough placements for trainees in schools. Losing existing providers means losing established partnerships and their school placements.

The new two-year induction that started nationally this September in the form of the early career framework is delivering some good quality—that is the feedback from the schools I am accountable for. However, it is resource-hungry for schools, particularly in mentoring capacity. This, in turn, makes it harder for ITT placement, because of capacity constraint, particularly if the review’s understandable emphasis on mentoring is implemented. I met the chair of the market review a couple of times and respect him and his view. I understand his desire to collect the best evidence of what works in ITT and to impose that on everyone. However, I believe that it leads us into standardised, uniform approaches to training that imply that teaching is a craft skill and, if everyone did the same thing, it would work for all types of teachers working with all types of pupils.

That goes to the heart of the problem. These proposed changes are not about building teacher professionalism. They are not showing trust in the profession—just the opposite. If we want better, more experienced teachers, we need to recruit more into teaching and then retain them. That means leaning in to their intrinsic motivation to be teachers. If my friend Sharath Jeevan is right in his new book, that means focusing on purpose, autonomy and expertise. If we erode professional autonomy, we erode motivation. Successive Governments have done that—I hold up my hand—but it is now time to reverse that.

We should be working with a diversity of providers of ITT. The Government should abandon the market review and the unnecessary expense of the Institute of Teaching. We should respect the training providers’ professionalism and let them decide how best to train teachers. Then we should use Ofsted to regulate the quality against the agreed standards for qualified teacher status—regulate the outcome, not the input. We should then properly resource teachers, at every stage of their careers, to have time to observe each other and engage in professional dialogue and development. Perhaps those that are crammed into teaching through successful schemes such as Teach First should be given time, relatively early in their careers, to have a sabbatical period in universities reflecting on practice and acquiring the academic, theoretical underpinning they missed due to their acceleration into the classroom. In doing so, we may retain more of those excellent teachers in our schools.

Teaching is the most important of professions; it shapes our future. We should nurture it, respect it as a profession and resist those who seek to use a Whitehall sledgehammer to crack a problem that does not really exist. Please, handle with care.

Skills and Post-16 Education Bill [HL]

Lord Knight of Weymouth Excerpts

Report stage
Tuesday 12th October 2021 Lords Chamber

The noble Lord, Lord Aberdare, raised points regarding the role of independent training providers. I would like to reassure him that the Government absolutely recognise the importance of an inclusive and collaborative relationship with ITPs. Placing duties on them, alongside colleges and higher education institutions, recognises absolutely that they are an important provider, and we hope this will support greater collaborative working.

[Lord Knight of Weymouth (Lab)]

What the Minister said about the net-zero strategy and the Skills and Productivity Board was really reassuring, but how does that work connect directly to local skills improvement plans, so that we can be sure that there is join-up?