Free Schools and Academies

Lord Leigh of Hurley Excerpts

Thursday 23rd January 2025 Lords Chamber

[Lord Leigh of Hurley (Con)]

My Lords, I first join the congratulations to my noble friend Lady Evans, who has great experience in this area, on securing this debate. There are a number of speakers here who are far more knowledgeable than me on this sector. In particular, I pay tribute to my noble friend Lord Harris of Peckham and the noble Lord, Lord Hampton, on their excellent speeches.

By way of disclosure, I was until recently a trustee at AIM Academies Trust, covering three schools in north London, such as the London Academy of 1,500 students and 200 staff, led by the excellent Paddy McGrath and sponsored by the philanthropist Peter Shalson.

I am also a member of the Leigh Academies Trust, one of the country’s largest and most established multi-academy trusts, based in Strood, Medway, in Kent. The trust was formed in 2008, with its origins as one of the UK’s original 15 CTCs, as the Leigh Technology Academy—a programme championed by my noble friend Lord Baker of Dorking and, in the interest of full disclosure, in effect started by my uncle, Sir Geoffrey Leigh. Today, it encompasses more than 20,000 students between the ages of two months and 19 years, in 32 primary schools, secondary schools and special academies.

These two organisations have transformed the lives of hundreds of thousands of students for the better. The advantages of the model are clear, as primary and secondary education is integrated and substantial resources shared among many schools to run highly efficient and successful organisations. I am proud and honoured to be associated with them.

Academies and free schools in England are a great success. Just look at the world league tables or even measure us against Wales and Scotland. As the Secretary of State herself said in the other palace two weeks ago:

“Academies, introduced by the last Labour Government and expanded by the Conservative party, have been instrumental in raising standards in our school system. They have delivered brilliant results, particularly for the most disadvantaged children”.—[Official Report, Commons, 8/1/25; col. 857.]


The aforementioned London Academy replaced the failing Edgware School. In 2023, it was among the 55 highest-performing schools in the country. This has been achieved through the flexibilities it has been afforded. Over 50% of the students are eligible for the pupil premium and the admission policy prioritises students eligible for free school meals. AIM North London, historically one of the lowest-performing schools in the country, was, as recently as December 2023, graded good by Ofsted for the first time in its entire history. Historically, it was bottom of the league table and it serves one of the most deprived areas in north London.

Why is all this success now under threat? Labour claims to want to promote aspiration, but all it is doing is destroying something that works so well. There are some well-documented attacks planned by this Government, which we need to resist—for example, enforcing teacher qualification regulations, which is clearly yet another policy this Government are undertaking to appease their union bosses. There is a significant recruitment crisis in teaching, as workplaces outside the sector offer much better deals for people who want such employment. As my noble friend Lord Baker of Dorking said, sometimes unqualified teachers are essential for sports, music and other areas. Why stop that? It just might be a ploy for the Government to meet their manifesto pledge of 6,500 new teachers by the end of this Parliament.

I was going to talk about statutory pay, but I understand that the Secretary of State has made a most welcome U-turn on that. Let us park it and see what happens. Retaining staff is essential for academies, where special situations often arise. I gather that Daniel Kebede, general secretary of the National Education Union, has welcomed the new Bill, because he thinks a uniform pay framework improves fairness and teacher mobility. He is wrong. Uniformity does not always lead to fairness. There are different challenges in different regions of the UK, and pay is not the only driver. Teachers want to be in successful schools led by strong leaders and employing the very best at the top, and this often ripples down the system. If a comparison is needed, just look at the disaster at the state-run, union-dominated Wanstead High School—not an academy.

The requirement to adopt the national curriculum for all is classic socialism, and I think the wonderful aforementioned Katharine Birbalsingh of Michaela school is quite right: it is, in fact, a Marxist system. The Confederation of School Trusts has rightly pointed out that we need greater flexibility in our school system, not greater prescription and control.

Finally, I hope the Minister reflects on all she has heard today and agrees to modify the proposed Bill, which has been sprung on us without any consultation, to ensure we do not recklessly destroy a great English success story.