Education: Maintained and Independent Schools

Lord Wallace of Saltaire Excerpts

Thursday 9th February 2017 Grand Committee

[Lord Wallace of Saltaire (LD)]

My Lords, I declare my interests: I am chair of a musical education charity, Voces Cantabiles Music, and my wife is a director of a multi-academy trust in Bradford.

I became involved in this issue partly because I had to answer for charities and I worked with charities when in the coalition Government, but I also followed the noble Lord, Lord Moynihan, in tabling an amendment to the charities Bill in 2015. The noble Lord, Lord Moynihan, has asked me to give his apologies today as he is unfortunately not able to be with us as he has to leave for a foreign visit this afternoon.

Since then, the situation has moved on. The Prime Minister made an astonishingly strong speech last September:

“Through their charitable status, private schools collectively reduce their tax bills by millions every year. And I want to … enact a tougher test on the amount of public benefit required”.


She noted that,

“these schools have become more and more divorced from normal life”,

with a rapidly rising percentage of pupils with rich parents from overseas countries.

Paragraph 7 of last September’s consultation document, referring to independent schools, states:

“We should expect these schools to assist the state-funded sector more directly … by building capacity in the sector”.


A later paragraph states that,

“these requirements will be built into existing agreements, so that … the ability to … maintain the key benefits associated with independent schools’ charitable status, is explicitly linked to doing more”.

If a Labour Government had said that, the Daily Mail and the Daily Telegraph would have been all over it, but I note that this was a Conservative Prime Minister, and I agree with her. The Independent Schools Council has depicted this as a threat: I would call it much more a reminder. If a school is a charity, it should be fulfilling charitable purposes. A great many of our best independent schools were founded as charities and have moved some way from their original objectives at their foundation.

Independent schools have responsibilities, apart from being charities, to the well-being of this country—their corporate social responsibility, if you like—and to their communities. The best independent/state school partnership I have seen, in York, is partly because the independent schools in York are Quaker and have a very strong sense of their social responsibility and of their responsibility to their community in particular.

I am conscious that there is a great deal of variation across England. The situation of independent schools in London and south-east is very different from that in Yorkshire and the north of England. I am also conscious that the partnerships I have seen and heard of depend very much on individual leadership. A good person pushing something does extraordinarily well and then when he or she retires things very often fall away. It is a patchy record, but I welcome the Government’s encouragement of more active engagement. I hope the Minister takes that fully on board.

There is resistance on both sides. We have seen that, and I have heard from people in independent schools about unfortunately or unintentionally giving the impression of being patronising. I have heard from left-wing teachers in state schools that they do not want anything to do with the independent sector, et cetera, but in a number of places, partnership now works extremely well. The one I know best is Westminster Grey Coat—a foundation of two state schools and three independent schools—in which the director of the foundation says very strongly that they have mutual benefit and learn from each other all the way across. I was at Emanuel School the other week for the foundation’s sixth-form essay prize, in which the boys from Westminster City School, a state school, won more prizes than any other school. It was very impressive and pleasing. That is precisely the sort of thing one should be citing.

Social awareness and social integration within our divided national community are part of what this is all about. There is no single model. Different forms of co-operation will fit different communities and different circumstances. The best model is certainly not to sponsor academies or to offer free places, although in some areas where sixth forms are in short supply, experimenting with providing free places for sixth-formers might be part of the way forward. Jointly funded bursaries are not a priority either, although, again, in rural areas for able students one might perhaps experiment. Fundraising for bursaries at independent schools is part of the way forward. Those that have endowments are, in a number of cases—Eton College being the most striking one—funding a number of scholarships of this sort and perhaps more should be done in this way.

There is excellent best practice from, for example, Rugby, Eton, York and Wimbledon: specialised teaching; extra subjects and topics, such as “masterclasses” in York, which I have sat in on; shared music, drama and sport; shared school governorships, as in the model of Rugby and others; and sharing of teaching best practice. This could develop further, with shared careers advice, shared attachments to local employers for work experience, and so on. But, as the noble Lord, Lord Lingfield, said, there is resistance from parents and governors in what one might call the second division of private schools—I will not name the schools where I have heard this. They say that they have paid good money to buy educational advantage and they do not see why others should share it for free. It is a sentiment that I have heard particularly in Yorkshire, which would probably not surprise noble Lords.

There is a schools partnership across Bradford, but when I was talking to head teachers at state schools there, they said, “That’s fine; if a private or grammar school wants to come and join us it is welcome—but it had better ask first”. In fact, independent schools in the north of England are not as well plugged into this network as one would like. I regret that we do not have as much evidence as possible on what is going on— I look forward to the ISC survey coming out.

I was upset, I have to say, when talking to the head teachers of a number of state schools, to hear them saying things such as, “If I had the spare capacity or the spare money for this, I would love it, but I am more concerned about how I prevent my school going bankrupt in the next three years and how I avoid losing half a dozen teachers because of the squeeze on our budget”. Of course, there are similar pressures on a number of independent schools, particularly those outside the south-east, and boarding schools.

I conclude from this that we are in a changing situation—the structure and situation of independent schools are themselves changing—but we nevertheless want to encourage partnerships of this sort as much as possible. I am glad to see that the Government are doing this and that charitable status—charitable schools—is a part of this. But it is not the only part, because we expect all schools to share the responsibility for what happens in their communities and in our society as a whole.