Cadet Units in Schools

Lord Lexden Excerpts

Thursday 15th January 2015 Grand Committee

[Lord Lexden (Con)]

My Lords, this is indeed a most valuable debate, for which we are indebted to my noble friend Lord Lingfield. Sadly, my career in the school cadet force long ago was an utterly inglorious episode, all details of which must be suppressed.

I have nothing but praise for the Government’s plans—now well advanced—to enable more maintained schools to establish cadet units. A number of those schools already have them but, like the excellent state boarding schools, they are among the nation’s best kept secrets. Their ranks should be swelled, and now they will be.

The increase in the number of cadet units is surely to be welcomed on two grounds above all. First, it will confer benefits on many more youngsters, assisting the shaping of responsible character and the provision of otherwise unattainable opportunities. Secondly, it will assist the national interest. Our defence in the years ahead will rest on the Territorial Army to a much greater extent than in the recent past. The expansion of cadet units will help furnish the recruits that the TA will need.

I have just one principal objective in this short debate: to advocate greater collaboration between independent and maintained schools. I should add that I have long been associated with the independent sector of education. Collaboration is already flourishing in a number of places. The head of an independent school in York wrote recently that it has,

“pupils from a neighbouring state school training alongside our cadets every week”.

Another head teacher in Cheltenham described how a contingent formed recently in a nearby academy has been developed in partnership with his school’s CCF,

“using our experience and resources, and they are bringing some superb talents to the team”.

I am sure that the Minister will agree that such partnership ventures should be encouraged throughout the country.

Of course, not all independent schools have attained the highest standards throughout their histories. One school magazine reported on 3 May 1888:

“The majority think it monstrous if they are obliged to attend twenty drills in the summer term. The consequence is that whenever the corps makes its appearance the drilling is bad, the marching is slovenly, and it becomes the laughing stock of the school”.

The school in question was Harrow, and its cadet force was about to secure a new recruit: Winston Churchill. He swiftly transformed it, making it what would today be called a model of good practice. It was therefore so very appropriate that contingents of cadets were prominent at his state funeral 50 years ago this month. We can be sure that he would have been much in favour of the expansion of the number of cadet units which is now taking place. He always said that the opportunities available to the few in public schools should be extended throughout the nation.

Schools: Classics

Lord Lexden Excerpts

Thursday 27th November 2014 Lords Chamber

Asked by

[Lord Lexden]

To ask Her Majesty’s Government what steps they are taking to promote the teaching of classics in schools.

[The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)]

My Lords, we believe that classics can form a key part of a well rounded education or, to put it in words that I am sure my noble friend will understand, fundamentum disciplinae universae. We are providing £0.5 million to fund training for non-specialist teachers of classics in state secondary schools, led by Professor Pelling of Oxford University. From this September, maintained primary schools must teach a modern or ancient language to seven to 11 year-olds. In secondaries, achievement of an A to C grade in an ancient language GCSE counts towards the English baccalaureate.

[Lord Lexden (Con)]

Floreant literae humaniores. Is my noble friend absolutely confident that enough is being done to increase the number of classics teachers in response to the very welcome surge in interest in state schools? Does he agree that partnership in classics teaching between independent and state schools is already flourishing and that the right way to increase it is by voluntary agreement, supported and encouraged by government, and not by government compulsion, as the party opposite now proposes?

[Lord Nash]

My Lords, ITT places for classics are up 25% and we have increased the bursaryship for classics and modern foreign languages. I fully agree with my noble friend that the classics are a fruitful subject for partnership. I am sure that he will be pleased to hear that we announced a fortnight ago a number of independent/state school partnerships, including one for Latin involving Thomas’s Kensington in collaboration with three state primary schools, with a further three language partnerships. I wholeheartedly agree that such partnerships should grow from voluntary initiatives, such as these ISSP programmes, and not be forced by government.

Adoption

Lord Lexden Excerpts

Tuesday 18th November 2014 Lords Chamber

[Lord Nash]

I agree entirely with my noble friend. Sir James Munby and the courts have been helpful in clarifying this recently.

[Lord Lexden (Con)]

My Lords, what action have the Government taken to improve and strengthen the overall support available to families who adopt children?

[Lord Nash]

We have just announced a £20 million adoption support fund to be rolled out nationwide from May, following some very successful pilots across 10 councils.

Schools: Academies

Lord Lexden Excerpts

Monday 27th October 2014 Lords Chamber

[Lord Nash]

I do not have the exact answer to that question, but it is likely that a high proportion of all cases of fraud, whether in academies or in local authority maintained schools, will be uncovered by whistleblowers.

[Lord Lexden (Con)]

Is my noble friend confident that the Government’s financial controls are sufficiently extensive and rigorous?

[Lord Nash]

I am confident of that. Since this Government came into power we have halved the cost of running the Department for Education, halved the cost of building schools, and reduced by more than one-third the cost of opening sponsored academies.

Schools: Class Sizes

Lord Lexden Excerpts

Wednesday 15th October 2014 Lords Chamber

[Lord Lexden (Con)]

How does this Government’s record in building new schools compare with that of their predecessor?

[Lord Nash]

We are spending £18 billion on school buildings in this Parliament, which is more than the previous Government spent in their first two terms combined. We are building or improving the condition of 900 schools—double the previous Government’s performance in 13 years.

Education: British Values

Lord Lexden Excerpts

Thursday 26th June 2014 Lords Chamber

[Lord Lexden (Con)]

My Lords, I support the view that modern British values should be promoted in educational institutions. In our times, one traditional British value—namely, tolerance—has perhaps been given particular prominence, tending to cast others into the shadow. As a result, different lifestyles, beliefs and cultures have developed and expanded in our country to an extent that would have astonished previous generations.

Enriching though diversity can be, it has flourished at the expense of social unity and cohesion. This is especially risky at a time of historically unprecedented levels of immigration. It is late in the day to seek to redress the balance but not, I hope, too late. The rebuilding of social unity and cohesion—what old-fashioned Tories like me call one nation—can proceed satisfactorily only if a firmer understanding of the other British values that complement tolerance is resolutely fostered. That requires action in our schools along the lines that the Government are wisely, if belatedly, proposing.

I declare an interest as president of the Independent Schools Association, which represents some 320 smaller, less well known but extremely successful schools. Like the 900 or so other schools that belong to associations that form the Independent Schools Council, of which I am a former general secretary, they are now subject to regulations which require them to encourage pupils to respect the fundamental British values of democracy, the rule of law and individual liberty, and show mutual respect and tolerance of those with different faiths and beliefs.

The government requirements place tolerance exactly where it should be: within a set of values that are demonstrably British and give due emphasis to other vital aspects of our historic traditions. They are useful to ISC associations, whose member schools in England account for a higher proportion of minority ethnic pupils than state schools: 28.7% compared with 26.6%—a telling statistic and an indication of the significant contribution that those schools are making to social mobility. The enforcement of the regulations in question at ISC schools is the responsibility of the Independent Schools Inspectorate, which is wholly independent of the schools it inspects and has hitherto enjoyed the full support of Ofsted, by which it is monitored. Again, I declare an interest, having helped establish the inspectorate under the previous Government. I am informed by the inspectorate that every school that has been inspected since the new regulations came into force in January last year has been found to be in compliance with them. The inspectorate is in possession of useful evidence as a result of its pioneering work in this area, which could prove helpful to the maintained sector.

I hope that the spirit of partnership will prevail. As a result of his chairmanship of the Independent/State School Partnership Forum, my noble friend the Minister knows all too well how seriously so many ISC schools take it. I hope, too, that the Independent Schools Inspectorate will be able to continue its work in a spirit of partnership and not have change forced upon it, which some say is now the Government’s intention. The inspectorate as presently constituted can be relied upon to play a major part in helping to encourage and promote British values.

Education: Social Mobility

Lord Lexden Excerpts

Thursday 13th March 2014 Lords Chamber

[Lord Lexden (Con)]

My Lords, it is very good to follow the noble Lord, Lord Sutherland. I remember doing so in a previous education debate, when he drew most interestingly on his reminiscences, and it was immensely instructive to hear more from his work of autobiography again today. I will speak chiefly about independent schools and social mobility in this debate, which we owe to my noble friend Lord Nash and which he introduced so brilliantly to us.

My noble friend will always be remembered in connection with the Children and Families Bill, which, by happy coincidence, receives Royal Assent today, as the noble Lord, Lord Storey, told us. None of us who took part in the debates on the Bill—in my case it was only a small part—will forget the immense care and skill with which my noble friend dealt with the protracted proceedings through this House, which resulted in major changes and major revisions to this most important piece of legislation.

The impression of independent schools and social mobility that I would like to give the House differs from that conveyed briefly by the noble Baroness, Lady Tyler. I declare an interest as president of the Independent Schools Association, the ISA, and of the Council for Independent Education, CIFE. The association represents the interests of some 330 independent schools. The council acts on behalf of 18 colleges of further education, which offer a wide range of A-level subjects in extremely flexible combinations.

These schools and colleges, whose success year by year is reflected in the impressive examination results of their students, do not exist to serve a narrow band of well-off families. As a result of the truly excellent education they provide, ladders of opportunity are placed before children of families in all manner of different circumstances. The ethos that these institutions possess makes them profoundly conscious of the contribution they can make to the wider community in general and to social mobility in particular.

My colleague, Mr Neil Roskilly, the chief executive of the ISA, has summed up the predominant features of our member schools as follows:

“The 330 schools within ISA are often small and tend to cater for their local communities. Many of their pupils come from socially deprived backgrounds. A large number of our schools are heavily involved in working with local maintained schools. In some cases the fees represent not much more than the cost of places in the maintained sector. An open access scheme backed by the Government would enable us to realise our aspirations—and particularly our contribution to social mobility—even more fully”.

The essential basis of an open access scheme of the kind to which Mr Roskilly refers would involve the transfer of funds equivalent of the cost of a place in the maintained sector for each pupil taking up a place in an independent school participating in such a scheme. My noble friend the Minister has made it abundantly clear that the Government have no plans for such a scheme, but the House will understand that it is widely supported among independent schools, which want to serve their communities more fully.

The characteristics so prominent in ISA schools can be found throughout the independent sector, as I discovered during my seven years as general secretary of the Independent Schools Council, the ISC, which works on behalf of seven member associations—of which the ISA is one—and their 1,220 schools. These schools are firmly committed to the values of a meritocratic society, not those of a privileged elite. They are firmly attached to an idea commended to them nearly 75 years ago. In 1940, the year in which our country faced the severest trials, Churchill declared that,

“after the war, the advantages of the public schools must be extended on a far broader basis”.

Two years later, he said that he wanted 60% to 70% of the places to be filled by bursaries. Like many others at that time, he envisaged that the bursaries would be provided by national and local government to create an enduring partnership between the state and the great public schools, as he always referred to them.

If Churchill’s vision had been carried into effect, the history of post-war education in our country would have been very different, but no great scheme linking the independent sector with the state in the way in which he proposed was ever implemented. From time to time, ambitious plans were drawn up but the results were extremely limited until the introduction of the assisted places scheme by Mrs Thatcher’s Government. The scheme was widely mourned when the Labour Government abolished it in 1997, yet progress towards Churchill’s ideal—access to independent schools on a far broader basis—has taken place.

Wider access is being secured as a result of determined action by the schools themselves. The families of more than a third of pupils at ISC schools now receive help with the fees. The total value of that help is more than £730 million a year and more than 85% of it comes from the schools themselves, even though nearly all of them have little or nothing in the way of endowments on which to draw. Increasingly, fees are being reduced through means-tested bursaries, to the benefit of less well-off families and with the objective of contributing to greater social mobility over the years ahead.

How should the process be carried forward to make independent schools as open and accessible as possible? The headmaster of Eton College, Mr Tony Little, has recently pointed the way. He wrote:

“Schools should state their intent by publishing targets for increasing means-tested bursaries. At Eton at present, 263 boys receive means-tested financial assistance averaging 60 per cent remission of the fee, with 63 paying nothing at all. The short-term target is to raise that number to 320 with 70 on full remission – and then move on to the next target, with the ultimate goal of being, in the American phrase, ‘needs-blind’: in a position to take all suitable candidates irrespective of their family’s financial situation”.

The words of the headmaster of Eton make plain the extent of the ambition that can be found in the independent sector, particularly among the great public schools today, ambition which, if given practical effect, would have a profound impact on social mobility even in the absence of a government-backed open access scheme. Already, nearly 30% of pupils at independent day schools in England come from ethnic minority families, a figure uninfluenced by overseas pupils who study in ISC boarding schools. That 30% compares with some 26% from ethnic minority families in English maintained schools.

Widening access to highly successful schools is the most obvious way in which the independent sector can assist the increase of social mobility in our country, but there is a second way: through partnership with the maintained sector, to which my noble friend Lady Tyler referred. She mentioned the frequent references that are made by journalists and by politicians of all parties, including, I am sad to say, recently by the Secretary of State for Education, to a “Berlin Wall” separating independent and maintained schools. Such references create an utterly misleading impression of two antagonistic sectors interested only in exchanging insults. Whatever may have happened in the past, I assure my noble friend Lady Tyler that there is no such Berlin Wall today.

Up and down the country, partnership between independent and maintained schools is flourishing. There are myriad examples; I shall mention just one, well known to my noble friend the Minister: the London Academy of Excellence in Newham, east London, set up in 2012 and sponsored by a group of seven independent schools, including Eton. Yesterday, it was reported in the press that 100 students of the academy had received offers from top universities. Mr Little, the Eton headmaster, is an enthusiastic supporter of partnership because of the mutual benefits it brings. He has said that,

“our teachers and students have something to learn and something to give. Their understanding and skills are enhanced as much as those in the partner state school, if perhaps in different ways”.

Partnership is one of the unsung success stories in education today. When the House is not in session, this Chamber is used for various purposes connected with young people. I suggest that there could be no better purpose than to bring here students and teachers from both maintained and independent schools who have participated so enthusiastically in partnership work. Such an occasion might be organised under the auspices of the independent/state school partnership forum, with which my noble friend and I are connected.

There are some who say that independent schools are part of the problem of stunted, arrested social mobility in our country. I would like to suggest that they could be part of the solution.

Schools: Independent Schools

Lord Lexden Excerpts

Thursday 16th January 2014 Lords Chamber

Asked by

[Lord Lexden]

To ask Her Majesty’s Government what assessment they have made of the level of public support for an open access scheme to independent schools.

[The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)]

My Lords, we have made no assessment of public support for the open access scheme. We want all pupils, regardless of the type of school they attend or their background, to receive a high-quality education. We are delighted that the independent sector is so willing to engage with the state sector, as it does on a number of fronts such as independent state school partnerships and bursaryships, but we want to spend taxpayers’ money in the state school sector. With that money, through our education reforms, we are transforming the state school system to ensure that every pupil has the opportunity they deserve.

[Lord Lexden (Con)]

I thank my noble friend and, in doing so, declare my interest as president of the Independent Schools Association and of the Council for Independent Education. Does my noble friend not agree that wider access to independent schools could make a powerful contribution to the greater social mobility that we all want? Has he noted that within the independent sector itself, where more than a third of families now pay reduced fees, among heads and teachers there is considerable enthusiasm for more open access, which need involve no increase in public spending? In 1940, Churchill said that the advantages of the public schools should be extended on a far broader basis. Is it not time that we got on with it?

[Lord Nash]

My Lords, I know that my noble friend is passionate about social mobility through education and I look forward to the Independent State Schools Partnerships conference next Monday, at which we are both speaking—a conference designed to promote partnerships between independent and state schools. As he said, the independent sector has a long history of increasing social mobility through bursaryships, scholarships and collaboration. In 2013, it provided more than £300 million worth of assistance, benefiting 40,000 children, and we absolutely applaud this. However, our priority is to invest our resources in making sure that all state schools provide an excellent education for their pupils, which in the end will be the greatest means of achieving much higher levels of social mobility, which I know all noble Lords wish to see. Our reforms are particularly focused on poorer children through, for instance, our pupil premium and Ofsted’s focus on the progress that pupil premium pupils make.

Schools: Expenditure Per Pupil

Lord Lexden Excerpts

Wednesday 4th December 2013 Lords Chamber

[Lord Nash]

The noble Baroness is quite right that we cannot make the comparison, for the reasons that she states. I am delighted that she found my Answer helpful; we are always here to be as helpful as we can. I do not seek to use the independent sector as a stick to beat the state sector, but I personally find it quite shocking that 7% of the population go to private schools yet they take more than half the top jobs and more than 40% of the places in our top universities. That is a level of social immobility that I am sure we are all determined to change, without wishing in any way to knock either the state or independent sector.

I agree entirely that all pupils should receive a broad and balanced curriculum. The noble Baroness has vast experience of the performing arts. In their contributions to the “Best Eight” measure, there will be plenty of opportunity for schools to make a showing on a broad and balanced basis with subjects such as drama and music.

[Lord Lexden (Con)]

Would my noble friend agree that it is important to bear in mind that more than one-third of pupils in independent schools pay reduced fees? Would not that proportion be even larger if the Labour Party had not abolished Margaret Thatcher’s marvellous assisted places scheme?

[Lord Nash]

I am fully aware that the independent sector provides bursaries of £300 million a year to pupils whose parents might otherwise not be able to afford to send them there, and that there are many examples of independent/state school partnerships. More than 90% of the Independent Schools Council members, 1,100 of them, support activities such as co-sponsorship of academies, or sponsorship—34 schools do that, while 388 schools provide specific lessons or other educational activities to state school pupils. Our ambition in this Government is to support all state schools and to improve their performance.

Children and Families Bill

Lord Lexden Excerpts

Monday 4th November 2013 Grand Committee

Moved by

[Lord Lexden]

153: Clause 38, page 31, line 1, leave out paragraph (f) and insert—
“(f) an independent school”

[Lord Lexden (Con)]

My Lords, in moving Amendment 153 I shall speak also to Amendments 157 and 159. In doing so, I declare my interest as president of the Independent Schools Association, a body representing the heads of some 300 smaller and less well known independent schools that form part of the Independent Schools Council, of which I was once the general secretary. The amendments are short and straightforward, and I do not need to detain the Committee long in outlining them.

The purpose of Amendment 153 is to remove all doubt and achieve absolute clarity on a crucial point that seems to be generally agreed in actual practice; namely, that parents and young people will be able to make representations for any independent school to be named in an EHC plan, not just those on the list approved by the Secretary of State under Clause 41. The Explanatory Notes to the Bill expressly state at paragraph 216 that:

“Parents and young people will … be able make representations for an independent school or post-16 independent specialist provider not included in this list as is the case under the current legislative framework”.

My noble friend Lord Nash, in a letter to Mr Barnaby Lenon, the current chairman of the Independent Schools Council, also stated:

“I can assure you that parents and young people will still be able to make representations for independent schools that are not on the list approved under clause 41 of the Bill, and the local authority will … need to consider those representations”.

Finally, I shall quote from the recently published draft SEN code of practice, to which much reference has been made in these debates:

“Parents and young people may also make representations for places in non-maintained early years provision or at independent schools or Independent Specialist Providers … that are not on the list mentioned in (f) above and the local authority must consider their request”.

All that seems clear enough; indeed, complete unanimity could hardly be more clearly expressed, and yet Clause 38(3)(f) provides that the right of parents and young people to make representations for an independent school can be exercised only in respect of,

“an institution approved by the Secretary of State under section 41 (independent special schools and special post-16 institutions: approval)”.

That list, of course, does not include all independent schools so the unanimity so clearly expressed in the Explanatory Notes, in my noble friend’s letter and in the draft SEN code of practice is not reflected in the Bill itself. That is the point.

--- Later in debate ---

I hope that my response reassures noble Lords on the points they have raised during the debate. I therefore urge the noble Lord to withdraw his amendment.

[Lord Lexden]

My Lords, I thank all who have taken part in this brief debate, and particularly my noble friends Lady Perry and Lord Addington for making clear their strong support for the great work that is done in independent schools, particularly those of a specialist character dealing with special educational needs. I listened carefully to my noble friend’s reply, and I thank him for dealing with the points so fully. He will understand that in listening to him I did not extract complete assurance and total satisfaction. I shall read the comments in Hansard in full and consider what further action might be appropriate, as many other noble Lords will be doing. For the time being, I beg leave to withdraw the amendment.

Amendment 153 withdrawn.