Education Bill

Lord Storey Excerpts

Monday 4th July 2011 Grand Committee

[Baroness Howarth of Breckland]

I know what effort heads and teachers make when children are reinstated into schools in difficult circumstances, so I am very pro what is going on; they work very hard. Does the noble Baroness not accept that the child who finds that their case has been upheld but is still told that they are not able to go back to their school would see this as a total injustice? As many of these children are struggling anyway, this simply reinforces their feeling that society is simply not just, so why should they conform and join in with it?

[Lord Storey]

My Lords, I want to talk about Amendment 47, and then make some general comments on the other amendments. Amendment 47 is clear and concise: it is about the £4,000 fine, which is a blanket fine for all schools. For some schools, that might not seem a lot of money; for others, it is a considerable amount. For a small school—a rural village or a small urban school—it is a significant sum. In my area, there is a secondary school with 10 forms of entry. Next to that is a small Roman Catholic primary school with 101 pupils on roll, I think, and £4,000 equates to that school’s entire literacy and numeracy budget. Down the road, there is a small maintained school, for which £4,000 equates to its entire special needs budget. For a large secondary school, £4,000 is perhaps its promotion budget. We might need to link the sum in a fair and equitable way. On this occasion, one size does not fit all.

I turn to some comments made during the debate. I declare an interest as a head teacher of 25 years. I have never excluded a pupil at all. Why? First, we forget that the important thing is not the end of the process but all the things that you put in place beforehand. As I think I said last week, if you have a robust behaviour management policy, you will involve parents at every stage, and the parents are the greatest way of ensuring that a pupil does not have to be excluded from school.

Having said that, my wife is a secondary teacher in a large inner-city school and I have seen teachers’ careers destroyed by disruptive behaviour. We are not talking about teachers who should not be in the classroom but, because of the circumstances—because of poor leadership, because the other issues have not been put in place—their lives as teachers can be wrecked, as indeed can those of the pupils.

Some of you may recall that I said two things last week. I agreed with a noble Lord opposite who said that any exclusion is a tragedy. I also said, however, that teachers have a right to teach and pupils have a right to learn. Pupils also have a right to ensure that a system is fair and just and they are the first to know if something is not fair. In any school it is the pupils who say, “Hey, sir, that’s not fair” or “Hey, miss, why are we doing this?”. If we have an exclusion policy which is not fair and just, pupils will be the first to see that and that is why I support the amendment moved by my noble friend Lady Walmsley.

[Baroness Benjamin]

My Lords, I fully support all the amendments in the name of my noble friend Lady Walmsley and I congratulate her on her tireless efforts to highlight children’s and young people’s rights and well-being. I want to make the case for a group of young people up and down the country, especially in our urban cities, which are littered with potholes of deprivation, low self-esteem and practically no aspiration. As we have already heard, it is a sad fact that many black Caribbean and mixed-race white and black Caribbean boys experience a high number of exclusions. We have heard that 16.6 per cent of all Caribbean boys and 16.3 per cent of all mixed-race Caribbean boys experienced a fixed-term exclusion during 2008-09, in comparison to 8 per cent of their white and 4 per cent of their Asian counterparts.

We have to ask whether society is failing these young people, who in many cases grew up seeing themselves as victims, partly because of the harsh and sometimes abusive lives they encountered. They feel anger and frustration about their situation and their place in society, which becomes overwhelming, and in turn they become aggressive and disruptive.

As part of my charitable work, I once accompanied 100 children from disadvantaged backgrounds with some of their parents to Euro Disney. A 10 year-old Caribbean boy did not listen to what his mother and others told him about jumping over a barrier on a wet marble floor. Not surprisingly, he fell with a hard thump and hit his head. Instead of his mother rushing to comfort him, as you might have expected her to do, she violently kicked him while he lay on the floor injured. Eventually, after the doctor arrived and things calmed down, she had to be persuaded to go into the ambulance with her son but not before she broke down and, in between her sobs, she cried for help. She explained that she was on her own, that her son had been excluded time and again from school and that she could no longer cope because he would not listen to her. Goodness knows what she did behind closed doors.

They were both victims of circumstances. Family life is tough for many but for that family there was a happy ending. They were counselled by trained charity project workers who put the family back together again and helped them to heal. That boy’s behaviour changed in school.

These are some of the types of children that are being excluded from schools. They need to be dealt with by staff who have been properly trained by trained play therapists, who know how to deal with damaged children, and to be shown love, understanding and—yes—discipline too but not exclusion and rejection, which only cause long-term damage way into adulthood.

I welcome the fact that the Government have decided to retain exclusion appeals panels. However, the decision to strip them of the power to order reinstatement of a pupil decreases their ability to hold a school to account. Many believe that appeals panels with powers of reinstatement represent a vital safeguard against miscarriages of justice and offer a chance for parents’ voices to be heard.

As so eloquently stated by my noble friend Lady Walmsley, despite claims from the Government that the reinstatement of pupils subsequently undermines the authority of teachers, evidence shows that only 2 per cent of exclusions are overturned and that approximately 90 per cent of exclusions are simply not brought before appeals panels, highlighting that the situation is not widespread.

We heard the case of our famous Lewis Hamilton. Goodness knows what would have happened if his appeal had not been successful and he had not been reinstated in school. We would not have seen the brilliance of that champion and have felt that pride to be British.

It is crucial that teachers are properly held to account on exclusion decisions, particularly given the massive impact that those decisions can have on a child’s future. Therefore, I believe that the Government should allow appeals panels to reinstate excluded pupils in schools if an appeal is successful, and that the Bill should be amended accordingly.