Academies Bill [Lords]

Debate between Martin Caton and Lord Coaker

Thursday 22nd July 2010 Commons Chamber

[The Temporary Chair]

Things have now been clarified, and I would like to move on to amendment 71.

[Vernon Coaker]

I beg to move amendment 71, page 3, line 7, at end add—

‘(7) Before making any payments under an Academy agreement the Secretary of State shall make an assessment of the extent of centrally-provided SEN provisions that, were the school to operate as a maintained school—

(a) would be required by a school with the likely pupil profile of the proposed additional school, or

(b) is currently called upon by the maintained school which is converting to Academy status.

(8) Before making any payments under an Academy agreement the Secretary of State shall make an assessment of the likely disruption to centrally-provided SEN services that might result from equivalent reductions in local authority budgets.

(9) Payments made under an Academy agreement must reflect the assessment made according to subsections (7) and (8).’.

We come to another important amendment. However, before I start, I should like to welcome the hon. Member for South Holland and The Deepings (Mr Hayes) to his new post. He has just been allocated a ministerial post in the Department for Education, as the Minister for Further Education, Skills and Lifelong Learning. I congratulate him on that appointment, which I gather will involve shared ministerial responsibilities with the Department for Business, Innovation and Skills. I very much welcome his appointment to that position, and I know that he will work with diligence and determination. He and I have known each other for a long time. We go back over a number of years, in our various roles in Nottinghamshire, so I sincerely hope that he does well. I wish him the best and wish him good luck with things over the next few months, years or whatever it turns out to be. [Interruption.] Well, maybe not decades—I certainly will not be here if it is, but that is another story.

I have tried to be conciliatory and reasonable in the debates on amendments that we have had so far in this Committee stage on the Floor of the House. The debate, on a whole series of issues, has so far been of a high standard, with contributions by Members from all parts of the House, as is appropriate for the Committee stage, which in many respects is different from the full debates that we often have on motions. The Committee stage is about trying to ascertain what the real meanings of clauses are and what the consequences of different parts of the Bill will be, and to see whether we can adapt, change and improve the legislation, or at least the guidance that goes alongside it.

Nowhere is that more important than in special educational needs. I do not doubt for one minute that Members from all parts of the Committee will have at the front of their minds how we can ensure that the provision that we make for special educational needs—particularly through the changed arrangements, with the academy model proposed in the Bill—protects those with special educational needs. Again to be reasonable, we also know that the Government made some amendments in the House of Lords that significantly improved the Bill. If I might say so, those changes—made as a consequence of the debate and discussion in the other place—have made a significant difference to the Bill, a point that is also worth putting on record.

The point of amendment 71 is to try to understand in more detail the consequences for special educational needs provision of the changed arrangements for schools, with more schools opting out, becoming academies—or free schools—and being independent of local authorities. We want to know what that will mean for the provision of services for those young people who we would all want to ensure received the quality of education and support that we would want them to receive.

There is no doubt—I am sure that this would be true whatever the challenges that existed—that we can all point to the quite exceptional services provided by local authorities to support young people with special educational needs, either in school or through their families. Often, the important thing is not just the support that the child receives in the school, but the support that the family receive to support their child in that school. Clearly, the local authority’s role in that is crucial. I am sure that we can point to many excellent examples, but I know that we could all identify instances where things have not worked out so well, and where a local authority has not provided the standard of service that we would want. Overall, however, the role of the local authority in co-ordinating support is extremely important.