Schools: RAAC

Lord Storey Excerpts

Thursday 1st February 2024 Lords Chamber

[Lord Addington (LD)]

My Lords, as the Chamber empties, the first thing I should say on this debate is to remind everybody listening of what we are talking about: reinforced autoclaved aerated concrete. It is a type of concrete of which I have heard some very picturesque descriptions—“a cement Aero bar” was my favourite. I am not quite sure what that confectionery has done to deserve comparison to this substance, but we are talking about a type of concrete that does not have aggregates in it, and thus is light, with its strength given by putting steel strips in it. It is used in things such as roofs and walls. In Britain, it is used very heavily in roofs. It is fine if it is kept dry and well-maintained. Unfortunately, it has been used in school roofs. Whatever you say about schools’ maintenance budgets, we can all agree that they have not been that great or consistent, and anybody who has ever owned a house knows that you cannot guarantee not to have leaks. We have in schools a substance which is porous, above your head and can collapse. This is not a good starting point.

The timeline for when trouble was first spotted is incredible. This issue was first raised in 1996. In 1999, the Standing Committee on Structural Safety maintained that we should be identifying it. We have had this problem a long time and we have not dealt with it. We waited until the situation got critical, when things started falling down, and then had to run around trying to do something about it. This is where we have got to. What has been the result? We have schools which are unsafe—when your classroom ceiling comes in, you cannot teach in it.

Here we come to the real nub of the matter: children’s education is affected. We find classrooms that are not fit for purpose and potentially dangerous, and we have to take remedial action. We can bandy around figures about just how many, but a few hundred schools are affected and tens of schools have actually been collapsing. In certain key cluster areas, the construction pattern of previous years has led to schools that do not work and pupils who are not being educated. Largely, they are the same pupils who have already had their school life disrupted by the Covid lockdown. This Chamber has talked often enough about not getting enough children into school. We have a historically high absentee rate. Across schools we have children who are not functioning in their classrooms, and we have this thrown in.

Then we see that the maintenance of schools has usually been something that people have wanted to put off for another day. We have not had the drive to make sure schools are maintained. We have not spotted the problem and now we have this nice little crisis coming down and pushing in. The Government’s response has been, “Oh, terrible! Let’s stop going in and let’s take money from somewhere else, roughly in the budget, and push it in here as a priority”. This effectively means that you are robbing Peter to pay Paul—moving money around within the school budget. So we are going to have other problems in other areas, and there are already other problems in the school infrastructure package—we know that.

One of the things that brought this issue to my attention was the “Panorama” programme showing temporary classrooms that were older than the teachers in them. I ask the Government this: if you are bringing in temporary structures, what is their life expectancy and where will that be reported? Before this debate, the Local Government Association came to me and said, in effect, “By the way, it has always been clear as mud as to where we have these problems”. Can we have some guarantee that we will take the information about where the problems have been identified and pass it on to those who will have to make the budgetary decisions? That is one of the things that we should do on the way through.

The second thing is that we simply must make sure that the schools that have this issue get the extra funding they need to deal with the situation now. If we strip the budget or move things around, we will create more problems across the piece. What is the Government’s attitude to making sure that funding goes directly to this problem now, and quickly? We have had emergency funding before, and okay, the figures will sound big. The Government will then tell us that we are spending more money than we have ever spent before. Last night, we had a debate about financial education. One of the things we did not mention was inflation. Inflation means that you will always spend more money on a project today than you did yesterday. Some of the figures I have received estimate that, in real terms, our budget has been consistently lower than at any time since around 2003.

What are we going to do to make sure that the immediate need is met? We have a situation where children who should be in a classroom and should be being taught are not. We then have extra costs being lumbered on people, such as for temporary accommodation and moving children around. They are not concentrating; it is going to be more difficult. Some will come through and some wonderful teachers will pick up the slack, but any system that says you have to be a little lucky and a bit special has a degree of failure in it; if you have to be very lucky and very special, it is a total failure.

Can the Minister tell us how the Government mean to mitigate this quickly and keep track of what they have done, so that we can come back in and make sure that temporary solutions are not becoming permanent ones? That is an important facet here. The temporary classroom that sits in the corner of a school estate should be gone in five or 10 years. It should not be waiting for its third refit.

[Lord Storey (LD)]

Not 10 years.

[Lord Addington (LD)]

My noble friend’s comment suggests that I am being hopelessly optimistic in my assessment there; I look forward to hearing from him later.

Can we have some guidance from the Government showing that they will make sure that the Treasury helps the department, because that is where the money comes from? The current Prime Minister has been Chancellor. If he did not give money in the past, it is time to give it now—or to encourage his friend in Downing Street to ensure that there is enough money to deal with this issue. Its oncosts are incredibly high, not just for the establishment but for pupils and teachers in particular. This is where we should concentrate. I hope that, when the Minister replies to this short debate, we will get an idea of how that will be achieved. If we just move money within the estate—an estate that needs more repairs—we will not achieve it. We might not even deal with the RAAC problem—it will have gone—but there will be other problems. It is important that we make sure that the school estate is in better condition and that those working in it can function properly. This is the least we owe our pupils.

I hope that the Government will have a positive response for me, and will tell me that they are going to punch through and make sure that the Treasury coughs up. I do not expect that but I hope for it. I beg to move.

--- Later in debate ---

[Lord Storey (LD)]

My Lords, I begin by declaring my interest as a vice-president of the Local Government Association. I thank my noble friend Lord Addington for initiating this debate.

I pay tribute to all the teachers, staff, governors and parents who have coped during this very difficult situation. Anybody who saw “Panorama” could not help but be shocked by the effect on schools and schooling. Pupils face misery, with governors and head teachers struggling to cope and make alternative arrangements. Some 227 schools are unable to deliver face-to-face teaching to all their students, with 23 schools having to implement mixed-age teaching. The impact on those schools, whether of temporary classrooms, being bussed miles away to safer schools, or hurriedly organised virtual learning, is immeasurable. The huge effect on mental health and academic performance, and a lack of social interaction, come on the heels of the same things happening during the pandemic.

The right reverend Prelate the Bishop of St Albans mentioned St Leonard’s, which is one of the best-performing schools in the north-east. It has concluded that school closures and mixed-teaching arrangements will have seriously affected pupils and their performance in exams, impacting their anxiety and academic performance. Paul Whiteman of the National Association of Head Teachers has said that we

“need a real sense of a clear plan not just to put short-term mitigation measures in place, but to properly repair or replace buildings so they are fit for purpose. Propping up ceilings with metal poles is clearly not a serious option in the medium or long term”.

It is very easy to get into a blame culture, which I am pleased to say we have not done, because it helps neither the schools nor, more importantly, the children and young people. However, we need a clear commitment from the Government that they have a clear plan that every affected school can have the provision of first-rate buildings. Yes, there will be short-term measures while replacements are planned and built, but it is the long term that we need to get right. The school of which I was deputy head had mobile classrooms that had been provided because there had been a bulge in the birth rate. We were told that we would have these mobile classrooms for just a few years. They were still there 20usb years later. Temporary solutions are, as it says on the jar, temporary; they cannot be there many years later. I hope the Minister will give a commitment that any mobile classrooms will be provided for the shortest of periods until permanent provision can be made.

I have three other things I want quickly to mention. First, I am sure the Minister will speak to Ofsted to ensure that any affected schools will not have the added pressures of an Ofsted inspection. Might she consider making that move?

Secondly, although I think the Minister shook her head, I very much agree with the right reverend Prelate the Bishop of St Albans that the academic performance of these young people will be affected in their all-important summer exams, whether they be GCSEs, T-levels or A-levels. There needs to be some consideration of how we can mitigate the effect that this disaster has had on them.

Thirdly, why not use this as an opportunity not just to replace what has happened, but to actually enhance the school buildings and make sure that pupils, for all the suffering they have had, get a much better provision? Let us use this as an opportunity.

Knowing the Minister, I am sure she will be anxious to do all she can. I echo the comments of the noble Lord, Lord Addington, and the right reverend Prelate the Bishop of St Albans that we cannot just take existing funding which was planned to be spent and use that. We need to make sure that this is additional money, because it would be quite wrong that those schools that have been waiting for some considerable time, whether it be for an extension or a major repair or whatever, suddenly find that stopped while their money is used to deal with this particular issue. I hope this is new money we are talking about; perhaps the Minister could confirm that as well.