Education and Adoption Bill

Lord Mackay of Clashfern Excerpts

Wednesday 16th December 2015 Lords Chamber

[Lord Sutherland of Houndwood (CB)]

My Lords, I am very happy to have my name on the amendment headed by the noble Earl, Lord Listowel. I support this because I think it is the right item to emphasise in such a process. I am not sure I would want to see legislative details on this in the Bill, but I would hope to see something in regulations that would take account of the force of this amendment.

If I may step back for a moment to look at the broad clutch of amendments that we are dealing with now, the Bill is, I think, about two things, on which most of these amendments have an important bearing. The Bill is, first, about meeting the needs of individual children. I am grateful to the noble Baroness on the opposition Benches for re-emphasising the point that, for any pupil, one day too long in such a school is unacceptable. That should be the driving force on which we base our decisions on these amendments and the future of the Bill.

The Bill’s second main aim is to define the role of academies in dealing with this problem. A whole series of subsidiary questions come out of that, one of which is the definition of coasting. I am not quite as sceptical as some about this; after all, this has been brought to our notice by the Chief Inspector of Schools, who has identified a range of schools as coasting. He must have a working definition and he has not been faulted so far, as far as I can see, on the identification of such schools—we have a basis, we are not starting from scratch. I appreciate the way in which the definition will be dealt with in regulations that are subject to affirmative resolution. I, with others, thank the Minister for this being part of the process.

There are therefore two issues: the needs of the individual child and how far the academy system—which is the system we have—will meet those needs most efficiently. I do not think there is an absolute answer to the second question and that is why many of us have raised questions about some academies—some—that are in difficulty and have to be dealt with. I appreciate the government amendment, which allows parity of treatment through the whole school system and which is absolutely the right direction to take. It shows that the process of discussing this Bill in Committee had a real point and a real outcome. The whole point is that the needs of the individual child should be met.

One question is how far the processes that the Bill will put in place will contribute to or diminish this. I understand the need for and talk of the importance of consultation, but there is one real issue: I remind my fellow Peers that the process involves three years of assembling statistics. The message that there is a question of coasting will not be unannounced or sudden. One wonders what the governing bodies will have been doing, many of which contain—I stress this—elected parent representatives, whose job it is to represent the views of parents in a school that has apparently been coasting for at least three years, according to these regulations.

Is this the right direction to go? That is the broad question: whether or not we are with the whole academy movement, or whether we have evidential or ideological reasons for opposing it. We should set ideological reasons aside, as they are not relevant to the needs of the individual child, but what kind of evidential reasons could we have? Let us look at the comparisons. Quality and standards in English schools have risen dramatically while this process has been in place. Look at schools in London, which we are in the midst of. The schools I had some dealings with, including primary schools in some of its most difficult areas, were in a terrible state a number of years ago but that has changed. There will be some of which that is not true; that is why we focus on those that require change and those that are currently coasting. But the evidence across England, not least here in London, is that the quality of what is going on has improved for children and their needs are being met in a much better way.

Sadly, this is not the case in my own native country, Scotland. A report that was across the Scottish broadsheets this morning tells of a different story in Scotland. To the credit of the Scottish Government, the report was in part commissioned by them from the OECD. That different story is that attainment by school pupils has at best been coasting or has stagnated, but in a number of areas, particularly mathematics, it has slipped back. Look at how the statistics on improvement in social mobility compare between the two countries. It is much higher in England than in Scotland, where, despite students not paying fees, the proportion of people from difficult backgrounds being admitted to universities is slipping, not advancing as it is here.

There is evidence that something good is happening here. I see a significant part of that—if not the only part—as the stimulus and energising that the whole academy movement, started by the Labour Government and continued more forcibly by this Government, takes in the right direction. Whether it is the right direction is the kind of decision that we are making now. We are saying that we will either continue with this direction or find ways of trying to stymie it or slow it down. That will not do for the needs of the individual children.

I am so embarrassed about Scotland. I have spoken in this House before—I do not want to do so again now—about how much I owed immediately after the war to Woodside primary school, in the north end of Aberdeen. My goodness, what I owe to that place! It was the kind of school that never coasted but it certainly improved social mobility dramatically. That improvement is absent in Scotland; it is not absent here now in the way that it was, so things are moving in the right direction.

The issue then is: are we going to support this? I am very keen to see the regulations that will define coasting but, as I say, we are not starting from a null base. Ofsted has a working definition and it has not been faulted so far. We all know the look of a coasting organisation; think of the many organisations that your Lordships represent. We have seen coasting and stagnating organisations, and those that are advancing.

I very much welcome the government amendments here and suggest that the criterion we use should be whether this will help individual pupils tomorrow or the day after to improve their position. My worry about processes being extended, by whatever means, is that it will slow that down. I made the point at Second Reading that, as it is, it takes three years of statistics, a year to set the thing in place and a year to analyse them—which means five years of delay. Again, this is not good enough, so I suggest that we advance the Bill and the main clauses in it.

However, I have to say to the Government that we will be watching. We do not believe that this is a Rolls-Royce version that will be for ever good and perfect. As such, it will be subject to constant comments in this House and elsewhere; we will be watching. But the direction is right and I therefore support the government amendments and advancing the Bill to the next stage.

[Lord Mackay of Clashfern (Con)]

Having read over the amendments, I wonder about one small technical point in Amendment 24. Proposed new Section 2B says:

“An Academy agreement in respect of an Academy school … must include provision allowing the Secretary of State to terminate the agreement if … the Academy is coasting”.

Proposed new subsection (6) says the definition of coasting will be put forward in regulations, and I am just wondering about the date at which that applies. As I understand it, there is provision in the definition of coasting, and in the system to be used for setting it up, which allows the definition to be changed. If that is so, will it have an effect on the agreements retrospectively? How will it work? This is a very technical kind of point but quite an important one, because it is an essential of the agreement to have this definition of coasting in it.

[Lord O'Shaughnessy (Con)]

My Lords, I am grateful for the opportunity to speak to this group of amendments. I apologise that I was not present and did not speak at Second Reading, but I had not yet been introduced to the House.

I warmly welcome the amendments that have been put forward by the Government. The fact that they have come forward in response to amendments from all over the House demonstrates what I believe to be a great truth of education reform, which is its bipartisan nature. It has been put forward by many Governments over many years, and accelerated by this one. We see that in action today.

In 2012, I wrote a paper for Policy Exchange which called for a level playing field and a single regulatory regime, and for coasting schools to be intervened on, so I am especially delighted to see that the Government have put forward the extension of this regime to academies. It is incredibly important for the reputation of academies that this is the case. I declare my interest as the managing director of an academy trust which will now be within the clutches of this—so my noble friend is making my life more difficult for me, which I am very grateful for. The idea in Amendment 24 of this detailed process for intervening in academies is incredibly important. It is important for academies to know that they are within the single regime and that the expectations that apply to all other schools also apply to them. I know the retrospective nature is uncomfortable for many but it is incredibly important.

The noble Baroness, Lady Hughes of Stretford, asked in particular about what happens when an academy is intervened on. There have been plenty of examples already of academies that have had to be—in the horrible terminology—rebrokered, because they have not performed. Although they are a rare exception, there are instances already of this happening, so we are not entering into new territory here with coasting schools. It must be right that, as time goes on, we raise the bar of what we expect in terms of performance in all our schools—maintained, academy or other—so I welcome that. There are around 300 inadequate schools at the moment and there may be around 1,000 coasting schools, so we are continuing to raise the bar for all school providers, which must be the correct thing to do.

I will talk very briefly about Amendment 15, in the name of the noble Lord, Lord Addington, about whether to include non-academic measures into the definition of coasting. Some other noble Lords mentioned this as well. The schools that I run have a very big focus on character education, so I absolutely believe that there is more to education than passing exams, but you get into some very difficult territory if you want to exclude schools that perhaps have good extra-curricular activity but poor standards. There is a problem of measurement. Any definition which is going to be workable and not challengeable has to be based on objective data. It is very difficult to get objective measurements of the quality of schools other than their academic standards.

I also happen to think that, in the end, schools are responsible for providing a great education. If they can do the other bits, fantastic, but if they are not providing a good academic education, they should be intervened in. What is more, any sensible or wise sponsor would want, as they always do, to keep what is excellent and change what is not good. Although I understand the impulse behind the amendment, in practice it is not workable. In any case, first and foremost, the department and anyone else who is intervening in a school should be worried about standards. I very much welcome my noble friend’s amendments and commend him on his determination and on listening to opinion from across the House.