Children's Wellbeing and Schools Bill (Second sitting)

Patrick Spencer Excerpts

Committee stage
Tuesday 21st January 2025 Public Bill Committees

[Matt Bishop]

Q Just to clarify, that is alongside fully qualified teachers, not instead of?

Sir Martyn Oliver: Ideally alongside. I personally would never have done “instead of” as a first choice. That would have been a deficit decision, based on my ability to recruit and retain staff.

[Patrick Spencer (Central Suffolk and North Ipswich) (Con)]

Q That is an interesting point, Sir Martyn. You had the freedom to hire a teacher when you saw fit. We have just heard that the Government intend this Bill to be predominantly about setting and improving standards in our school system, but it does curtail certain freedoms for schools. Have you any thoughts on the freedoms that are being curtailed in this Bill? Also, in your experience at Ofsted, what are the components that are necessary and common when schools turn around and you see them improve?

Sir Martyn Oliver: Lee and I will answer this one together. The components we see are the ones that we set out in the Ofsted framework, on which I am about to consult. The quality of leadership and governance from those running the organisations is always No. 1. Then, very quickly, it is the quality of the curriculum, the ability of teachers to deliver that curriculum, and the outcomes that children receive. It is then everything else: behaviour, attendance, personal development, wellbeing. All these things form part of our inspection regime. We test and check them all.

Lee Owston: In my 13 years as one of His Majesty’s inspectors, I have always observed in schools that there is a mix of colleagues who are delivering the curriculum. The absolute beauty and purpose of inspection is to get underneath, on the ground, the difference you are making to the children in front of you, whatever qualification you might have, if any. It means asking questions of the leaders about why they have decided to do what they have done in the context in which they are working. Ultimately we report on whether whatever decision a leader has made ultimately has the intent of making a difference so that, whatever background a child comes from, it is allowing them to succeed.

[Catherine Atkinson (Derby North) (Lab)]

Q We heard from the Children’s Commissioner that the number of children who are missing from education and at risk of child sexual exploitation has been getting worse. I am interested in your views as to why.

Sir Martyn Oliver: We see quite a number of issues. I spoke recently in my annual review, which I laid before Parliament in December, about home schooling and flexi-schooling. To be clear, many children are very well flexi-schooled and home-schooled, but I am very concerned about those who have been withdrawn from the school’s register for all the wrong reasons. Dame Rachel recently mentioned the very sad case of Sara Sharif.

If a school is recommending that a child be placed in front of the child protection team, it should clearly not be possible for a parent to then withdraw that child from that oversight of the professionals and place them in home education. Not only is having a register of children who are not in education massively important for keeping individuals safe, but it will be of significant benefit to Ofsted. In the Bill, there are sharing powers between the DFE, the local authority and Ofsted that will allow us to investigate for unregistered and illegal schools, so we will be better able to determine where they might be taking place. That will be hugely beneficial for keeping children safer.

--- Later in debate ---

[Amanda Martin]

Yes.

Sir Jon Coles: I suppose everything we do addresses trying to tackle the gap. We take on schools in areas of severe deprivation, places where schools have failed, where children are not succeeding. We look to turn those schools around. I guess my starting point for this is that we do already, in the overwhelming majority of cases, work with local authorities on admissions. None of our schools change their admission arrangements when they become academies. We stick with the pre-existing admission arrangements, unless we are asked by the local authority to do something different. That is our fundamental starting point for everything we do. As I said, I do not have concerns about the provisions around admissions; we are basically happy with them. If the Government issue guidance on how those are to be used, I think other people’s concerns will go away as well.

The one thing that I would love to see the Government do is really set out their strategy for improvement, how they think things will work and how we will drive improvement across the system. I think part of the reason for response to the Bill has been that the Government have not published a policy document ahead of publication, so people have read into the Bill their concerns and fears and worries. There has not been a clear Government narrative about how the Bill will drive forward improvements in the school system overall and how we are going to tackle the achievement gaps.

We want to work with Government. We want to work with local authorities—we already work with local authorities and other trusts and maintained schools. We want to do that. We think we are all on the same team trying to do the right thing for children. Our worry about some provisions in the Bill is really just a concern that in future we might be prevented from doing things that we do that we know are effective.

Sir Dan Moynihan: On the disadvantage gap, the biggest thing was the coalition’s introduction of an explicit strategy focusing on disadvantage, and they introduced a pupil premium. It was highly effective for probably five years, then withered and disappeared. The Government, in my view, need an explicit strategy for tackling disadvantage, whether that is a pupil premium that is higher or whether it is metrics. That is not something that we have seen for a long time and not something that we have yet seen in the new Government, but it is a door that is wide open. The system wants that. That is the clearest thing: making it a Government priority.

The second thing for me, to be a bit more controversial, is that good schools should reflect their local area. Sometimes that does not happen, including for many selective schools. If we are really going to have a world-class system, that needs to be addressed.

Luke Sparkes: I do not have anything of significance to add. We try to work as closely as we can with local authorities. In north Liverpool, for example, we took on a school that would have closed had we not taken it on. We take on the most challenging schools and try to do the very best we can for disadvantaged children.

[Patrick Spencer (Central Suffolk and North Ipswich) (Con)]

Q You spoke about the importance of intent and accountability in driving school improvement, yet the Bill tilts the balance back towards giving responsibility to local authorities, and ultimately to Sanctuary Buildings the role of school improvement. Does that concern you? Do you think local authorities can do the same job as a multi-academy trust in turning schools around?

Sir Jon Coles: That is a very tendentious way of describing the Bill. I think you would struggle to substantiate that. To give you my perspective, whatever this Bill does, I am still going to be accountable for running the schools that we are accountable for running. They will still be in the trust. I will still be line-managing the heads. We will still be accountable for their performance. We will still be accountable for teaching and learning.

[Patrick Spencer]

Q Will this Bill see fewer schools becoming academies going forward?

Sir Jon Coles: I am not sure.

[Patrick Spencer]

Q If it takes away the automatic academy order—

Sir Jon Coles: I would like to see what the Government’s policy underpinning this is. What is the Government’s school improvement policy? Is it their policy to do what you have just said? I do not think the Bill does that. The question is: what is the Government’s preference? Do the Government actually want to see as many or more schools become academies? I don’t think we know that, and I don’t think the Bill says one way or the other what the answer to that is.

In due course, we will see a new framework from Ofsted. In due course, I imagine the Government will say how they want the accountability system to work. When the Government say how they want the accountability system to work and Ofsted says how it wants the inspection system to work, we will see whether there will be more or fewer academies, but I do not think the Bill does that one way or the other. That is why we want to see the Government’s overarching strategy for school improvement.

I do not want this to be political knockabout; I want this to be about children in schools. I want this to be about how we are going to make the schools system better. That is the fundamentally important question, and it is the only question I care about—how are we going to do better for our children? I don’t want to overreach and say that I know what the Government’s policy is on that, and I don’t.

[Patrick Spencer]

Q You have sat there and given evidence on your interpretation of why you guys have been very successful in turning schools around. The Bill takes away a lot of the freedoms that you have exploited in turning schools around, and it includes a specific order that prevents schools from becoming academies, and it puts the power in the local authority’s decision on what to do with it. It is dumb.

Sir Jon Coles: I don’t think it does that. What I am reacting to is that point, because it does not do that.

Sir Dan Moynihan: There will be fewer academies because, by definition, if the Secretary of State is making the decision that a school that fails will not automatically become an academy, that must be because the intention is that some failing schools will not become academies. Therefore, there will be fewer than there would otherwise be. I think that is a huge mistake, because all our experiences are that academy conversions are sometimes very hotly politically contested and opponents are prone to go to judicial review, which can leave children in a situation of failure for months or even more than a year. By using ministerial discretion, the opponents are likely to go to judicial review on those decisions, because they will want to know on what basis that discretion is given. Then the schools that are not considered to be failing enough to become academies will be subject to the new RISE—regional improvement for standards and excellence—teams, which are being run from within the DFE. My view is that if you want to improve a school in difficulty quickly, it is much better to give somebody, such as an academy trust, full power over that school to improve it and to do what is necessary quickly. That must be more effective than a RISE team going in that does not have that authority over the governance of the school.

[Patrick Spencer]

Q For what it is worth. Luke Sparkes, do you have anything to add on top of that?

Luke Sparkes: I do not have a huge amount to add beyond agreeing with what colleagues have said. My most significant concern, as I have said, is about conditions for teachers. On the point about capacity within local authorities—I can only speak on the local authorities that we work with, which we try to have positive relationships with—they probably would not have the capacity to do the kind of things you said around school improvements.

Trusts were set up purely for the purpose of running and improving schools, and nothing more or less than that, so we have the expertise and capacity to do that school improvement work. I agree with Sir Dan that, when trying to turn around a very challenging school, it is much better when it is within the accountability structure of a trust as they are able to move much quicker. I am interested to see how the regional improvement for standards and excellence teams develop. They seem similar to what national leaders of education were in the past, and they did not always necessarily have the teeth to do what was needed, so I am interested to see how they develop, but for me, the significant concern is about conditions.

[Catherine Atkinson]

Q We heard from the National Association of Head Teachers that they wanted to see more collaboration, and some concern was expressed that not enough collaboration was taking place to date. I would be interested to hear your views as to how we can improve that, and whether you would acknowledge that, across a lot of different areas, it is not happening to date. I understood what you said in relation to narrowing to core, but given that we are in a position currently where we are seeing a 47% reduction in arts GCSEs, and in Derby the only place you can do engineering at high levels is the UTC in the college, there is some concern that that narrowing has cut off some opportunities to some of our young people. I would be really interested in your views, both on collaboration and on trying to ensure that we have a really broad option for all our children.

Luke Sparkes: In terms of curriculum, we have always tried at Dixons to give as much breadth as possible. Our curriculum is fairly traditional. It does focus on the EBacc, but it has done so since before the EBacc existed. We have always specialised in the arts and sports as well. We have two schools with an arts specialism. We have always valued those, so I would agree with you that breadth is really important. There is a place to have, at a macro level, some kind of framework that is evidence-informed around the subjects that should perhaps be taught, but we also need the ability to enact the curriculum in a responsive and flexible way at a local level. I can see the desire to get that consistency, but there needs to be a consistency without stifling innovation. I support the idea that there needs to be breadth, but I think we have demonstrated that.