Education Bill

Lord Low of Dalston Excerpts

Monday 12th September 2011 Grand Committee

Moved by

[Lord Low of Dalston]

122ZBA: After Clause 41, insert the following new Clause—
“School inspections: designation of teaching school status and special educational needs
The relevant eligibility criteria employed by the National College to determine teaching school status must include an “outstanding” Ofsted rating for any special educational needs work undertaken by that school.”

[Lord Low of Dalston]

My Lords, this is a straightforward amendment which I hope the Minister may be willing to accept. The proposed new Clause 42, which I am moving, ensures that schools cannot be designated as teaching schools by the National College for School Leadership unless they have received an outstanding grade for teaching special educational needs.

The schools White Paper, The Importance of Teaching, made it possible for schools to apply for teaching-school status, allowing them to become centres of best teaching practice in their local area. Schools’ ability to apply for teaching-school status was extended to special schools teaching children with predominantly complex special educational needs in the SEN Green Paper, Support and Aspiration: A New Approach to Special Educational Needs and Disability. The eligibility criteria for schools applying for teaching-school status include an Ofsted rating as outstanding for overall effectiveness, teaching and learning and leadership and management. In these days, when so many more children with SEN are educated in mainstream schools, it is hard to see how a school could get a rating of outstanding for overall effectiveness without being able to demonstrate excellence in the teaching of children with SEN. However, given the specialised nature of this work, it would seem sensible to require schools to be able to demonstrate expertise in this area as well as those already listed in the criteria if schools are to be expected to improve teaching in the area of SEN and improve standards and spread best practice.

The Special Educational Consortium is concerned that under the existing eligibility criteria a mainstream school applying for teaching-school status could achieve this without having the necessary expertise in the teaching of children with SEN. This is a concern because many children and young people with special educational needs are now being taught in mainstream educational settings, where it is essential that schools should be able to recognise the particular challenges they face in accessing the mainstream curriculum. Given the importance of the teaching workforce having the skills to work with children with SEN, it is vital that schools be able to demonstrate their excellence in this area as part of the criteria for achieving teaching-school status.

Having an outstanding rating for the SEN element of a school’s work is also important for giving parents and children confidence that the practice being spread through local schools partnerships will help ensure that children with SEN can participate fully in learning. Introducing the additional criterion that schools have an outstanding rating from Ofsted for their SEN teaching will encourage schools considering applying for teaching-school status to address the way they open up the curriculum to children with SEN and, where children are taught in an SEN unit outside the mainstream school, how learning outcomes can be improved. This would help to address a significant barrier across all education settings, and the lack of expertise and understanding around low-incidence impairments such as deaf/blindness where access to communication and other teaching specialisms is necessary if the challenges are to be overcome.

Any sharing of best practice needs to have a well-developed knowledge base to draw on. However, the Special Educational Consortium’s experience is that knowledge of SEN and the added difficulties that learners with special educational needs face is lacking in many local areas. Requiring schools desirous of acquiring teaching-school status to be able to demonstrate expertise in teaching children with SEN could help to address this issue. I beg to move.

[The Earl of Listowel]

My Lords, I support my noble friend’s amendment. We have seen a great change in the training of teachers in recent years. In the past, teachers typically were trained for three years to their bachelor educational degree, which was a good long grounding. We have seen that period reduced to one year, and more and more teachers are being trained on the job. I welcome the move to more classroom-based learning for teachers but we have to be sure that it is right. There is a risk to that strategy and I look for reassurance from the Minister that teachers will be getting an understanding of SEN in that training. Perhaps I may make a further comment—we should not forget that more and more classroom assistants are those who work one-to-one with children with SEN. They too need the high-quality training.

--- Later in debate ---

[The Earl of Listowel]

I hope that the Minister will forgive me if I make one further comment. Within the SEN group, I can see those children with emotional and behavioural difficulties particularly profiting from the Government's strategy to increase classroom-based learning. With those children, it is often the case that they can act out, act aggressively towards a teacher or other pupils. That can give rise to an understandable anger or irritation in the teacher which they may feel very moved to act on, but which will not be a helpful or appropriate reply to the behaviour. On the other hand, some children become very depressed, and it is easy to ignore them. Having an outsider observing the class and seeing how the teacher reacts can be a very helpful method to enable teachers to engage with EBD children and help to include them in the mainstream.

Models such as consultation for school staff, such as has been done for many years by the child and adolescent psychotherapist Emil Jackson in north London, is another way to help staff to think more deeply about their relationships with their pupils, particularly those who are challenging. I hope that the Minister will forgive me for making that additional comment.

[Lord Low of Dalston]

I am grateful to all those who have spoken in the debate, which has been supportive of the issue I raised. I am therefore glad to have flagged it up, but I am reassured by what the Minister said about the work going on—in particular what he said to the effect that an Ofsted designation of overall effectiveness will increasingly be difficult to achieve without a demonstration of quality or excellence in the field of SEN. I hope that the Minister and the department will continue to make clear to Ofsted that overall effectiveness requires all-round effectiveness but necessarily includes excellence in special educational needs. With the Minister’s reassurance about the work that is going on and the indication that he has given of the work being done to clarify that an Ofsted designation of teaching-school status will increasingly require excellence in special educational needs, I am happy to beg leave to withdraw the amendment.

Amendment 122ZBA withdrawn.

--- Later in debate ---

Debate on whether Clause 44 should stand part of the Bill.

[Lord Low of Dalston]

My Lords, Clause 44 removes the power of the Local Government Ombudsman to hear complaints against schools, a power recently conferred on him by the Apprenticeships, Skills, Children and Learning Act 2009. Parents will instead have to complain directly to the Secretary of State, a remedy that is widely perceived to be slow and ineffective. Indeed, when we were discussing the question of complaints to the Secretary of State when dealing with the Academies Bill last year, it was clear that the system was creaking, with the standard time taken to deal with complaints averaging as much as 18 months.

The Local Government Ombudsman has always considered complaints about a wide range of education matters as they relate to local authorities, including concerns about special educational needs. However, until recently the ombudsman was unable to consider complaints about internal school matters. This meant that the complaints process was fragmented, with parents taking their complaint about the local authority to the Local Government Ombudsman but having to take their complaint about the school to the Secretary of State. Parents understandably felt surprised and frustrated when the Local Government Ombudsman was unable to pursue a complaint further once it became a school matter, and would be disappointed when they discovered that their only recourse was to complain to the Secretary of State.

In order to deal with this unsatisfactory state of affairs the last Government, in the Apprenticeships, Skills, Children and Learning Act 2009, extended the Local Government Ombudsman’s powers to cover complaints from parents and children about a range of non-teaching matters concerning the internal management of schools by governors and head teachers. In April 2010, the Local Government Ombudsman launched a pilot phase of the new school complaints service. These pilots are taking place in 14 local authority areas, and are being used to shape the design and delivery of the new service. The Local Government Ombudsman has also been providing training and information sessions on the new processes, which were due to be in place nationally by this month, September 2011. I understand that the feedback from these pilots has been extremely positive, and indicates a strong level of satisfaction from schools and parents with the conduct and outcomes of the investigations. There have been no challenges by schools to the remedies proposed by the Local Government Ombudsman.

In these circumstances, I am at a loss to understand why the Government want to put the clock back, revert to the previous, fragmentary and unsatisfactory system, and remove the Local Government Ombudsman’s power to investigate complaints about schools as well as local authorities. I am grateful to the Minister for his letter of 8 September, in which he set out the department’s thinking very fully, but I am bound to say that I did not think it altered the case very greatly. Indeed, to my mind, it only underlined the need for a more concerted route for complaints.

I focus my remarks on the impact on children with SEN and disabilities. I recognise that complaints about a school’s failure to deliver the content of a statement of SEN will still be covered by the Local Government Ombudsman. However, I also understand that the most common single school-level issue investigated by the Local Government Ombudsman in the pilots has been bullying, something which will be removed from his purview if this clause goes through. A literature review carried out by the University of Cambridge recently stated that:

“There is a great weight of evidence that confirms that children with SEN and/or disabilities are significantly more likely to be bullied or victimised than their non-disabled peers”.

The Local Government Ombudsman is able to consider policies and practices of schools, and ensure that they are correctly following their own procedures on things like bullying. The Secretary of State has a much weaker set of investigatory powers, which focus only on breaches of the law, which means that he will be unable to go into matters which involve school policy rather than law, such as bullying. I had understood that the Government wanted to ensure that parents of children with SEN and disabilities are not hampered by bureaucracy, and complex processes, when all they want to do is make sure that their child gets the help they need. This is one of the guiding principles underpinning the SEN and disability Green Paper, with a view to making a system which is more user-friendly and works better for parents. I therefore believe the Government should think again about whether the handling of complaints against schools should be taken back into the Department for Education, and particularly whether this is the quickest and most accessible way of ensuring parents get the right support for their child. As the Lamb inquiry stated:

“The Local Government Ombudsman represents the potential for a unified route for individual complaints about SEN at both a school and local authority level, with more appropriate forms of redress available to parents”.

--- Later in debate ---

[Lord Lucas]

My Lords, I was waiting to see if my noble friend wanted to take advantage of a chance to reply. He has not yet convinced me with his arguments. We have had an experiment running, and if we are to terminate it we ought at least to be allowed to see the results so far. It really ought to be up to the Government to provide them to us, and I very much hope that between now and Report we will have the chance to see a narrative, if not an evaluation, of what has been achieved so far.

These are long-standing problems, particularly when it comes to bullying, SEN and children getting into home education when they do not really want to be there. I am conscious that this has happened over a long period and in quite a high volume without any indication that the current methods, which we are to go back to, have provided an adequate answer. What was proposed by the previous Government and is now being trialled is a transfer from one set of officials who are not specialised and have limited powers to another set of officials who are specialised and have better powers. That seems to be worth trying. That is not to say that this is something that should not be done by Government; rather, it is to say that if we do it in a slightly different way, it could be done better.

I am conscious of the suffering that is caused by the current system and its inadequacies, and I do not want to go back to it. I do not mind going back to it if the system being trialled turns out to be no better and more expensive, but we ought to know what the evaluation is.

[Lord Low of Dalston]

My Lords, the Minister has asked me to withdraw my amendment and my opposition to Clause 44 stand part. I will do that for the moment but a number of points have been made around the Committee to which we may want to return on Report, if it has not been possible for the Minister to give us greater satisfaction on them. I thank all noble Lords who have spoken on all sides of the Committee.

I shall clarify a couple of points. I am grateful to the noble Baroness, Lady Hughes, for making the point that we are talking here about unresolved complaints—complaints that have not been able to be resolved at local level. We all agree that complaints should be resolved at the lowest level possible, and it is only the unresolved ones that we are talking about referring to either the ombudsman or the Secretary of State.

The noble Earl, Lord Listowel, asked me to say a bit more about the Local Government Ombudsman. I cannot say an awful lot, but I imagine that his office is staffed by people who are versed in the law, administration and local government. That is what I would expect.

Like others, I am bound to say that I have not been completely persuaded by the Minister’s arguments. As the noble Lord, Lord Griffiths, pointed out, the desire to bring everything back to the Secretary of State comes rather oddly from a Government who preach so much localism but practise so much centralism. That we are merely returning to the situation as it was before 2010 may very well be true, but it was the pre-2010 situation which was found to be unsatisfactory. That is why the move to the Local Government Ombudsman was made.

It may be that, because the pilots have operated only in 14 areas, the great majority of people have not seen the benefits of the ombudsman’s style of hearing complaints, but those who have not known anything better and are still mired in the pre-2010 situation might be pleased to experience the service that is offered under the 14 pilots.

Ministers have told us that bringing the investigation of complaints back to the Secretary of State would enable a quick resolution, but, as I said when opposing the clause, it has not been everybody’s experience that the procedure of the Secretary of State’s office has been all that expeditious in the past. It is clear that a lot of work still needs to be done before that route is fit for purpose.

It would be best if the Government were to put this on hold. If they can satisfy us by giving us the results of the evaluation before Report, that would be very helpful. If that is not possible, I would ask that the matter be taken back until there can be a proper evaluation. We might then be able to consider it again in future when another education Bill comes before the House.

The Minister kindly invited me to discuss the matter further with him, which I am happy to do. I would be very happy to join the discussions that he is having with the Special Educational Consortium and the National Deaf Children’s Society if that would help to see whether we can clarify the procedures at least in relation to children with special educational needs in the context of the implementation of the Green Paper.

Although, as I have indicated, there are a number of unresolved issues here to which we may wish to return on Report, I no longer wish for now to oppose that the clause stand part of the Bill. I do so in the hope that the matter can be progressed on the basis of further discussions between now and Report or, if not then, when the Bill comes back before us on Report.

Clause 44 agreed.