Children’s Wellbeing and Schools Bill

Siobhain McDonagh Excerpts

Wednesday 8th January 2025 Commons Chamber

[Dame Siobhain McDonagh (Mitcham and Morden) (Lab)]

It saddens me to make this contribution. Three main aspects of the Bill are of particular concern to me: the proposal to make it compulsory for academies to teach the national curriculum; the harmonisation of teachers’ pay across academies and maintained schools; and the pathway for future failing schools. When I was elected in 1997, two of our four secondary schools were in the bottom performing 5% of schools in London, and London was the worst region in the country. Today we have three academies—Harris Academy Merton, Harris Academy Morden, and St Mark’s Academy—and I am delighted to tell the House that they are all Ofsted-rated “outstanding”. I wish to thank the principals, Julian Sparks, Aisha Samad, Hannah Fahey and their teams for all their efforts.

According to Ofsted’s latest inspection report, one of the keys to the success of Harris Academy Merton is its “aspirational curriculum”—its version of our national curriculum that is flexible and tailored to pupils’ individual needs. Ofsted stated that teachers at the academy were able to carefully consider what pupils needed to learn, and the right time for pupils to revisit that knowledge. That is a proven recipe for success, not just at Harris Academy Merton but in academies across England. I struggle to see how removing the right to a carefully tailored education will benefit students who need the additional support that such an education provides. Forcing schools such as Harris academy to teach the national curriculum risks undermining one of the keys to their success.

I have serious concerns about the proposal to change the pathway for turning around failing schools. I know from bitter personal experience that any change to the status of a school can become highly political. The current system, in which failing schools automatically become academies, provides clarity and de-politicisation, and ensures a rapid transition. I fear that making that process discretionary would result in a large increase in judicial reviews, pressure on councils and prolonged uncertainty, which is in nobody’s interests. I understand that a change might be needed to ensure that failing schools are taken over by the right academy for their needs, and not by a weak academy, and there should be a list of those academies that are not up to it, but we should not put the process at risk.

My contribution is born of 27 years’ experience. I have fought teaching unions and anti-academy groups, because the most important thing is the ability of children to achieve—not our aspiring to that, and saying, “That’s what we want,” but putting the structures in place that actually bring that about. Do not put that at risk.