Queen’s Speech

Lord Storey Excerpts

Wednesday 3rd June 2015 Lords Chamber

[Lord Storey (LD)]

My Lords, there is much in the gracious Speech that we on these Benches welcome: the mention of social care, apprentices, child protection and, of course, childcare provision. On childcare provision, however, it is not just about the extra resources or extra finance; it is also about the quality of that provision. But we need to look closely at the financing issues as well. We also welcome the proposals on adoption, which further develop the coalition’s Children and Families Act. Various people have been praised. We should not forget the incredible work that Sarah Teather did on that particular legislation.

Every child deserves only the best education that we can provide. As I have said on many occasions before, a pupil cannot repeat a year or a subject, so the professionalism and quality of teachers is paramount, and the leadership of those schools is hugely important. I hope we will see the coalition’s proposals for a college of teachers taken forward by this Government.

We all want our children not only to get the best from their schooling but to achieve the best. We used to extol the virtues of the Finnish system when worrying about our position in the PISA international league tables but in Finland, of course, they do not have league tables or an endless battery of tests. Children start formal schooling at seven-plus and, most importantly, teachers are qualified to the highest standards, having to have a master’s degree. We seem to have gone instead for a sort of Asian model of name and shame, and constant testing and league tables. Sometimes I hark back to a time when children could enjoy their childhood and their schooling. The model of a top-down approach to education, with continual testing and targets—brought to us by a Labour Government—is stifling learning and creativity.

I am delighted that the noble Lord, Lord Nash, has decided to stay on, and I am sure that in education matters he will bring his inclusive and constructive approach to this House. He said that the new Education and Adoption Bill will speed up the academy programme, with up to a further 1,000 schools in England being turned into academies. He also said that the legislation will sweep away bureaucratic and legal loopholes, which includes consultation with parents. Heaven forbid that parents dare to have a view. What happened to the Conservative view of listening and trusting parents? Will the Minister say why parents should not be consulted on whether a school should become an academy?

The onward march of academisation will continue apace, so at the end of this Parliament we will be left, presumably, with a small rump of excellent, non-coasting maintained schools. If the new-found freedoms and financial rewards enjoyed by academies are so beneficial and pupils thrive so much more, I wonder—tongue in cheek—why it does not make sense to make all secondary schools academies, rather than endlessly chipping away at the maintained sector, which cannot be good for the morale of governors, teachers and parents.

Primary education should remain part of the local community and part of the maintained sector. Some of our academy chains have become bigger, in terms of the number of schools, than the smaller local authorities. Sir Michael Wilshaw is right to say that, like local authorities, these academy chains should be subject to inspection, and their finances regularly audited and made available for public and parental scrutiny.

As a number of noble Lords have mentioned, the BBC is a jewel in our nation’s cultural crown: it is the engine of innovation. In partnership with its commercial broadcasters, it provides a service that is the envy of the world. When listening in the last Parliament to the debate on soft power, I was taken with how many times the BBC was mentioned. I am sure that the review will be genuine, and not an attempt to emasculate Auntie. Can the Minister look at whether the money that was top-sliced for the ill-fated local TV could be used by the BBC? Why do we need to have a charter review every 10 years? Leaving the BBC to the whim of a particular Government cannot be a good thing.

My noble friend Lord Lee of Trafford raised the important issue of tourism. As he rightly pointed out, it creates 9% of our GDP, and has created a third of the new jobs that have been created. Indeed, my own city was turned round by tourism.

My noble friend Lady Tyler, along with other noble Lords, raised the issue of mental health. Three children in every classroom suffer from a diagnosable mental health problem. As with so many areas of education and health, early intervention is crucial. If we detect and treat early on mental health problems that children are facing, they do not become severe, chronic or life-threatening later on. Half of adults with mental health problems have the symptoms by the age of 14, yet there is often little urgency in getting a child into treatment or getting support. Would we tolerate such a response with other health issues? Of course we would not. Families and schools should not have to battle for weeks or even months to get treatment. The notion that teachers are not able to identify such conditions is shocking. If every teacher, as part of their professional training and development, had mental health awareness training, just imagine the impact on the lives of those children, the benefit it would bring to society as a whole, and the savings made in scarce NHS resources.