Education: Academies and Free Schools

Lord Lucas Excerpts

Monday 4th February 2013 Lords Chamber

[Lord Lucas]

My Lords, we have had a superb 25 years in British education, and the party opposite should get its full share of the credit for that. There has been a certain amount of “two steps forward, one step back”. They had their diplomas; we have our English baccalaureate certificate. I hope we get a step back on that, anyway. But generally the picture has been one of progress, and I remain immensely optimistic about the next 25 years. I am very grateful to my noble friend Lord Baker and the noble Lord, Lord Adonis, who have been the foundations for that—and that my right honourable friend Michael Gove has chosen to continue it.

I am sure that we all remember what it was like before that and how difficult it was to get schools to change. Some local authorities—Hackney springs to mind—actively opposed school improvement, and many others were ineffective. We all remember how difficult it was to get individual schools to pay attention to what parents wanted; there simply was no mechanism. I had the pleasure of speaking at something organised by the British Council in Berlin earlier this year, and it was astonishing to be taken back to an era when schools did not indulge in self-improvement. Teachers were not observed, and there was no mechanism for individual teachers to improve. So much is better now than it was.

I look at the creation of academies as the key to the next 25 years. Michael Wilshaw was a great head of Ofsted, and is at last being recognised by schools as their friend and as someone who has shared their experiences and understands what they are going through. When he finds a school that has failed, he is now not lost for what to do; he has a whole host of places he can turn to. He has a whole collection of groups and associations, of academies and their sponsors, who stand ready and experienced to help schools improve. He has individual academies that will take on failing neighbours and make them better, and that is a proven way of improving schools. One of the great discoveries of the past 25 years is that we can make schools better; we do not have to tolerate underperformance. Through the academy movement, Ofsted has been provided with the means of continuing that process of spreading good practice—of picking up the schools that are not doing well enough.

There are a number of things to which we need to pay attention, to make sure that we get as far and as fast as we should. We need to deal with failing academies. Inevitably, not all academies will do well; sadly, the one closest to me has been a complete disaster. I would have loved to have sent my daughter there but I cannot face it. It is still in the hands of the sponsor who started it, and they are still doing badly by it. That is not tolerable. I know that there are problems with the original agreements with academies, but we simply must put that right. They must be as subject to Ofsted—probably rather more subject to Ofsted, and its ability to bring in new sponsors—as schools that are not already academies.

Secondly, there is the matter of telling parents what is going on in schools. I entirely agree with the noble Lord, Lord Sutherland: we need to look at how Ofsted can become better at that. My answer to that is to get someone who has been a good headmaster to look in on the school once a year and to write to parents. Good headmasters know within half a day what is going on in a school at the sort of level the noble Lord, Lord Sutherland, was talking about. That can be a friendly and understanding process, which will give parents so much more than they will ever get from a line in a league table.

We need to make sure that all this innovation that is happening because of freedom is properly evaluated so that we can share the benefits of it. We need, I hope, to get some really good curriculum changes, but I simply have my fingers crossed for them.