Robert Buckland
Main Page: Robert Buckland (Conservative - South Swindon)Department Debates - View all Robert Buckland's debates with the Department for Education
(14 years, 4 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Vernon Coaker
If it is an outstanding school, it has become one under the existing arrangements. We are worried that one school’s freedom could be detrimental to the wider school system. That goes to the heart of the matter. The hon. Gentleman disagrees, and it is a point of debate and discussion. He will have to argue with other special schools and other head teachers, whom I, and no doubt others, could cite, who greatly fear that fragmenting the system, with some schools following the academy route while others do not, means that the overall collective provision in an area for particularly vulnerable children is put at risk. That is even before we have reached the question, which the Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb) will have to answer, about funding, admissions, the area that a school serves and its relationship with other schools. We are obliged to take all those matters on trust.
Mr Robert Buckland (South Swindon) (Con)
I was very interested to hear the hon. Gentleman’s concern about a lack of co-ordination for provision. Does he accept that some good work has been done in clause 2(6), which deals with low-incidence special educational needs? It provides for retaining the money for that provision under the control of the local education authority. The problem about which he is rightly worried will be largely avoided, and we can still have special resources and units for people with low-incidence special needs.
Vernon Coaker
The hon. Gentleman is right. That provision is the result of an amendment in the House of Lords, and it makes a significant improvement to the Bill. It would be stupid and churlish to deny that. The Government deserve credit for amending the measure and including that provision. They have made other amendments, which have improved the Bill. However, the hon. Gentleman, who knows a lot about special needs, knows that the provision deals with low-incidence special needs whereas the amendment deals with special schools. When people talk about special needs, low-incidence special needs are often neglected. Like other hon. Members, I know from professionals that they often feel that provision can be made for someone with serious learning difficulties. Some people, however, have an unrecognised or low-incidence special need, and the fact that that is covered in the Bill is a big step forward. Of course, the devil will be in the detail when it comes to how the funding will work, and how it will be judged whether a school is meeting the requirements of young people with low-incidence special needs.
Special schools are a different matter, as I have been trying to explain to various Members. They contain young people with particularly profound learning difficulties, rather than young people with low-incidence special needs. I think that rushing into allowing those schools to become academies puts at risk the cohesion, planning and co-ordination of provision for the young people involved.
Vernon Coaker
I thank the hon. Gentleman for that point, which relates to the one that I have made. Where is the strategic direction coming from, given the bypassing of the local authority? He will know that the Liberal Democrats’ election manifesto showed that they understood very well that that was a real issue for them. That is why they tried to marry up the issue of the greater freedom for schools with ensuring that the strategic oversight of that was very much incorporated within the local authority framework and was not, in essence, delegated to the Secretary of State and centralised. That is a huge flaw in this model for academies.
Mr Buckland
I am grateful to the hon. Member for Gedling (Vernon Coaker), the shadow Minister, for saying some nice words about me, although I do not know whether I deserve them. I just happened to fall into this subject by being interested in it because of my family concern and, as a result of that interest, I perhaps have slightly more knowledge about it than most. However, I am not an expert; I am like any other parent who is interested in this subject and I am very passionate, as many parents become about the education of their children.
I must confess, however, to having been somewhat puzzled in the first instance, and then somewhat disappointed by this amendment. I had expected something more nuanced, given the debate that took place in the other place. I was crestfallen to see that the approach taken by Baroness Royall, which was that, in effect, special schools should be left out of the equation altogether, is being followed in this House. Some points have already been covered by my hon. Friends in interventions on the shadow Minister, so I shall not reiterate them in full. I simply ask: why exclude special schools from the opportunity that this Bill provides, given that other schools are to be given that choice? This is not mandatory—nobody is being forced to do anything; it is a matter for the individual school to choose.
Dr John Pugh (Southport) (LD)
The hon. Gentleman is making an extremely thoughtful contribution and I am certainly impressed by it, but it is unfair to suggest that the hon. Member for Gedling (Vernon Coaker) provided no argument for keeping special schools out of the equation. One such argument was that the elimination of special schools from the local authority network would have a more disruptive effect than the elimination of an ordinary primary or secondary school because special schools are well integrated into the overall local authority provision and mission regarding special education.
Mr Buckland
I am grateful to my hon. Friend for that intervention. We have dealt, in interventions, with low-incidence needs and I agree with the points that the hon. Gentleman made about that. The key point is about funding and we all felt that the Bill’s original draft did not deal with that properly, but it is now clearly set out.
A second concern of mine, which I expressed on Second Reading, is not so much about the process by which statements appear but about their enforcement. I made some observations in that debate about the need for more detail as to how that will be dealt with. How would a parent who was concerned that a statement was not being carried out or enforced by a school take their complaint further? I understand that complaints to the Secretary of State about the lack of enforcement of a statement in a special school will be dealt with by the Young People’s Learning Agency. I welcome that, but I would want to be satisfied that the YPLA personnel who dealt with those complaints would have adequate training to understand the sometimes labyrinthine process involved in enforcing SEN statements. I would also want the processes to be very clear and to be spelt out to the parents of children with SEN at the outset. I am not going to stray off the point, Mr Chope, but I want briefly to mention amendment 72, which was proposed by the hon. Member for North West Durham (Pat Glass)—
The Temporary Chair (Christopher Chope)
Order. It is not in order to refer to amendments that have not been selected. Will the hon. Gentleman confine his remarks to this amendment? The issue before us is whether special educational needs should be included within academies or not.
Mr Buckland
I am grateful for that guidance, but what I was seeking to explain is that there are some concerns about the process of enforcing SEN statements, which is relevant to the debate about linking special schools to the current network in terms of how academies will work. There are concerns about academies not being part of the LEA system and framework, but those matters could be dealt with by way of a clarification of those processes. I am sure that the Government are listening to what we are saying.
Mr Stuart
My hon. Friend makes a good point regarding the structure of schools. There is a feeling that the most articulate or perhaps pushy parents are best able to get their child statemented in the first place and that they are also in the best position, if that statement is not properly enforced by the school, to put pressure on the school and the local authority. There is legitimate concern that the further away lies the authority that might be able to put pressure on the school, other than direct pressure from the parent, the more likely it is that that inequality will be exacerbated. It is important that Ministers should reassure us that we will have an effective and equitable system that will ensure that children are treated equally and that their statements will be honoured.
Glenda Jackson
The hon. Gentleman talked about the local authority, but the special needs schools in my constituency have catchment areas for virtually the whole of London, so they are engaged with more than one local authority. We simply cannot discard the opinions of parents outside the local authority area in which the relevant special needs school is based.
Furthermore, the hon. Gentleman bases his argument on there being no change to special educational needs, but my fear is that if the Bill takes off, mainstream schools will be able simply to exclude special educational needs pupils, and there will be a knock-on effect for those special educational needs schools that prioritise those children.
Mr Buckland
The hon. Lady makes a number of interesting points. First, I agree about the wider community. Her well-made point about consultation reinforces my point about the complexity of provision, whereby a child in borough A will only be able to go to a school in borough B, which has the acute service—for want of a better phrase.
Secondly, the hon. Lady made a more general point about the accountability of the exclusions process, and I imagine that she would want the appeals process—
The Temporary Chair
Order. The accountability of the exclusions process does not relate to the amendment. The hon. Gentleman must get back to the content of the amendment.
Mr Buckland
I was only trying to address the hon. Lady’s intervention, which I had taken—
The Temporary Chair
Order. The hon. Gentleman should not be led astray by the hon. Lady. He should respond to the need to concentrate his remarks on the amendment, otherwise this debate will go on into the early hours of the morning.
Mr Buckland
Very well. I have been led astray by the hon. Lady’s film persona on many occasions, and in a very positive way, but I accept what you say, Mr Chope, and I shall return to the amendment.
I do not share the concern that, when it comes to children and young people in special education, the Bill will result in a “them and us” situation. In fact, to accept the amendment would be to create just such situation. If both Houses pass the Bill and we allow schools the opportunity to go down this exciting avenue, we must as a matter of principle allow all types of school to enjoy that potential opportunity, and it would be wholly wrong and discriminatory to exclude special schools from that process.
Ian Mearns (Gateshead) (Lab)
For a number of years, I was the chair of the board of governors in a special school that dealt with the educational needs of children who were then classified as having moderate learning difficulties. The classifications were of the time. As the chair, I had to go through a process whereby the local authority decided that it would be more appropriate to close the school, because the range of provision for the children was inappropriate for the time in which we were living. If each special school in an area becomes an academy and independent of local authority concern, is there not a danger that special school arrangements and special educational arrangements will be maintained in aspic for ever?
Mr Buckland
That is unfair. I acknowledge and bow to the hon. Gentleman’s experience, but he underestimates where we are with special education. I am sure that he will agree that head teachers and staff in special schools always look at ways of improving their provision, and reinvent and adapt it to the new children who enter their schools year on year. I find special schools in the modern era very receptive to change. They want to understand and learn from their experiences, and they want to learn about new diagnoses, which is an area of constant change. In autism, for example, the huge increase in the number of diagnoses means that there is an increased demand for special education, so I do not share the hon. Gentleman’s pessimism or his vision of special schools wanting to remain in a golden age and refusing to move with the times.
Damian Collins
My hon. Friend makes a very compelling case for maintaining the option of academy status for special schools. Does he agree that one will struggle to find a school that is more engaged with the parents and community that it serves than a special school? Highview special school in my constituency is one such example, but those schools often feel under pressure because of the policies that previous Governments pursued. Such schools have to justify how they offer something that a mainstream school cannot, so they are very engaged with the community that they serve, and they would go down the academy route only if they honestly believed that it was best for their children.
Mr Buckland
My hon. Friend makes a proper point. In the borough of Swindon, which I partially represent, we are lucky to be served by a number of excellent special schools, such as the Chalet school, and Uplands school in Brimble Hill. I shall not give out the entire list, but the schools that I have not mentioned know that I am thinking of them as well. As their Member of Parliament, I would not presume to say to their head teachers and governors, “Look, you must go down this route offered by the Academies Act.” That would be utterly wrong and wholly out of kilter with the spirit of the legislation. It will be up to those schools, if they so choose, to take that route to academy status, and I make no apology for repeating the point that this legislation is all about giving schools that chance, rather than issuing some diktat from the centre, whereby schools have to follow a course, however unwillingly.
I am disappointed by the amendment, which I oppose. I do not mean this pejoratively against the hon. Member for Gedling, but it fails to respect the position of special schools, and it does not acknowledge their great potential or the great opportunities that the Bill presents to schools—in my constituency and, indeed, his—to flourish and thrive in the years ahead. I am sure that the Government will address the many concerns that Members from all parts of the House share about the rights of parents, and we will all continue to look very carefully at the detail on the rights of aggrieved parents.
Vernon Coaker
The hon. Gentleman says, “I am sure that the Government will address the concerns expressed in this Committee.” The Government should ensure that they address some concerns that are outlined in the Chamber, but does he not think that others are so fundamental that they need to be included in a Bill and given legislative force?
Mr Buckland
There is a fundamental point, and I shall not shy away from it. I would submit—sorry, the lawyer is coming out in me—that, when it comes to a timetable for the resolution of any disputes, the new model agreement on admissions should be clarified even further. I am sure that there is scope for looking at the detail, but it does not necessarily mean that such detail has to be in the Bill. If we are going to go down this road, let us ensure that the contract—the agreements—are as watertight, as accessible and as understandable as possible for parents. I have concerns that many Members share, but it does not mean that we need to include them in the Bill. In fact, to take the hon. Gentleman’s logic to its conclusion, I note that his amendment seeks to make the Bill even less prescriptive. He might think it an artificial point, but on his logic I am entitled to make it, because, by seeking to sweep away particular clauses that have been included as a result of much deliberation, he is in effect negating his own argument. With that, I draw my remarks to a close.
Barry Gardiner
I am pleased to follow the courteous exchange between the hon. Member for South Swindon (Mr Buckland) and my hon. Friend the shadow Minister.
I have a fundamental philosophical problem with the amendment. Earlier, when giving advice to Members, Mr Chope, you pointed out that the amendment was about whether special schools should be included in the academies programme. I oppose this reform because, unlike the previous system, which tried to address disadvantage and underperformance by taking money from outside the system and ensuring that it was targeted at underperforming schools and children who were not doing so well, and putting innovation into the system to see if that would make improvements, the Bill looks to take money from within the system, mainly from children who are disadvantaged, and give it to children who are, on the whole, better advantaged.
The amendment relates to special schools, which are specifically for children with greater disadvantage, so it goes against the thrust of why Labour Members oppose the Bill as a whole. I believe that there is tension among Labour Members that needs to be resolved. That can be done in the way that my hon. Friend the shadow Minister outlined in relation to the arrangements between special schools and local authorities. It goes to the heart of funding and co-ordination.
I outlined in an earlier intervention the very detailed and complex mesh of arrangements that have pertained in my borough between mainstream schools—not special schools—that were part of the Building Schools for the Future programme, that were seeking, as part of that programme, to divide up, in a co-ordinated way between themselves, the different elements of special educational needs that needed to be addressed: autism at one school, learning difficulties at another, challenging behaviour at another. At the core of that was the amalgamation of Hay Lane and Grove Park schools, which were for children who simply could not be accommodated within the mainstream.
That is an incredibly complex set of arrangements between a number of schools, some of which might, under the provisions of this Bill, choose to become academies, and some of which, under the same provisions, would not be able to become academies because they are not, at present, outstanding schools. The local authority will be unable to co-ordinate the system as a special school goes off and becomes an academy, and the funding that is drawn off by the academies will reduce the capacity of the centre. I am reminded of the W. B. Yeats poem about the widening gyre—the centre will not be able to hold. We will lose the ability of central provision through the local authority to co-ordinate the needs of all children with special needs—those who need to be in mainstream schools and those who need to be in special schools. That is the fundamental problem. However, we should not look at our opposition to this clause about special educational needs in the same light as our opposition to the Bill as a whole because there is a fundamental philosophical difference between them.