Academies Bill [HL]

My Lords, I felt as if I was hearing the winding-up speech there—and I wanted to defend local authorities against the charges laid against them, governing bodies against the charge of idiocy levelled against them and the Church of England against just about every charge made against it. As the provider of faith schools, the Church of England, by law established, should be recognised as being in a different category from other faith schools, since it is legally obliged to make provision for all and sundry who come its way. Let a Methodist minister say that because the bishops may feel a bit more reluctant to do so. However, I look forward to the Minister’s second winding-up speech later. I have gotten the feeling from various comments in the debate thus far that this is a kind of fill-up-an-empty-week sort of Bill. It has 16 clauses, but I have heard lawyers say that it is poorly drafted, a field day—therefore, a financially profitable field day—for them, and that it leaves more unsaid than said. We have to get through this week; the people backstage have to make their legislative programme in greater detail, and they need more time to do so. I just got the feeling that this was a kind of quickie to fill in time. However, I worry about some of the consequences, intended or unintended, of such legislation if it is passed in its crude form. For the past 30 years I have been a school governor of secondary schools—grant and voluntary-aided schools, schools in the public sector and even an independent school. Before that I was deputy head of a large lycée in Haiti. I am proud to bring that into my little CV at this point. I have held senior positions in the governance of Roehampton University, and before that I was a lecturer in the University of Wales. Education is in my DNA. I declare my interest because I definitely have an interest to declare—a great interest in the way that we provide for the education of our children. I was the product of free school meals, free transport, national assistance benefit, tonnes of support from our local community and fantastic teachers. Soon we will be inviting a school friend of mine to join us on the Benches opposite—Michael Howard. We were great pals in the sixth form but his life took him one way and mine brought me another, but great pals we have remained. All of the advantages that I got through my education gave me the possibility of breaking out of the straitjacket of poverty and into worlds that I previously knew nothing about. I approached this Bill, as I approached its several predecessors, with only one question: will it enhance the opportunities of all children, in the words of an old-fashioned hymn, to, ""lay hold on life, and it shall be thy joy and crown eternally"?" As a Methodist, I almost sang it for you, just to lighten things up at the end of this debate. A lot has been said which I have no desire to repeat except in a bullet point sort of way, because these are the questions that we want answered. Proper recognition has been made of the virtues and achievements of existing academies, but we also recognise that the existing academies have been set up in a particular way, in particular places and for particular reasons. I need to hear what will happen to the idea and the model when it is expanded outwards to regions for which it was never intended at the time of its creation. We await the Minister’s reply to that. The Minister has been asked serious questions, which I shall not repeat, about all kinds of things, including special needs provision and the role of the local authorities. My noble friend Lady Morris of Yardley made a speech and what a speech it was. Who needs to say anything more? She said everything that needed to be said. When she finished, I wanted the Minister to get to his feet there and then. I wanted him to be rooted to his place—nailed to his place—until he had answered every one of her questions to her satisfaction. That is the agenda. Those are the questions. That is what we need to hear about how things will go forward. So much has been said and I have no desire to repeat it. However, I do have two concerns which I shall share very quickly. The first is school governors. I am a school governor, and sometimes I am an idiot, but most of the time I am not. The people I work with are not idiots; they work very hard. They give time sacrificially. They give up working days to attend to the needs of governing schools. In the independent sector, to which the noble Lord who preceded me referred, there may be idiots. I do not know, because I am limited to working in the public sector—the government-supported sector—where the governors are fantastically self-sacrificial. In the years that I have been a governor, I have noticed a steady accumulation of responsibilities and duties coming our way. Large budgets have to be managed. Health and safety regulations are only some of the welter of regulations which we have to attend to and monitor. Teaching and learning inputs and outputs have to be carefully noted and myriad directives, policy documents, guidelines and orders have to be kept track of. I am not a fool. I know that the previous Government, on whose Benches I sit, have sent a fair few of them my way. Our governing boards in Islington and Tower Hamlets have somehow kept up to speed. We value the contribution of parent governors and would not want that to be lost in the way that these new academies are governed. The involvement of local authorities is bringing a wider breadth of understanding. Local authorities must not be demonised in our discussion of how education should be provided. Without them, we governors may well have turned out to be idiots. Perhaps governors who are not subject to their healthy support are the ones who turn out to be idiots. I do not know. All I know is that we have been able to draw governors from the wider community—from the worlds of business and the church and from various aspects of culture—to help with the running of schools in disadvantaged London boroughs. I also notice that every new vacancy seems harder to fill. Islington and Tower Hamlets are poor boroughs and it is increasingly difficult to find governors because of the kind of skill set required. I promise you that it was much easier to find governors in the leafy suburbs where I once lived. It was also much easier when I was governor of an independent school. My questions arising from that are simple. First, how will the governance of these new academies be established? What new duties will accrue as a result of this Bill reaching the statute book? Will the contribution currently made by local authorities now become the responsibility of governors? Will that come our way as well? We are voluntary; we are not paid; there is no expenses scandal in the realm of school governors. We do it for nothing, and it is harder and harder to find appropriately skilled people with the time to do it. As for a separation of powers, the head teacher will be given a chance as the CEO to run the business—but how will we countermand and in some way modify the absolutism of that position? Governors are on the front line of the checks and balances to be provided. We must give scrupulous attention to the way in which we work this aspect out. Secondly, I am vice-chairman of a foundation that supports two schools—the Central Foundation Schools of London, which are distant relatives of the body so ably chaired by the noble Lord, Lord Turnbull, who spoke earlier. We have to try to get our Central Foundation Girls’ School through the hoops established by Building Schools for the Future, which was set up by the previous Government when they were trying to get a new school built under that programme. As part of preparing ourselves for the new era which we are about to enter, the foundation has put a quarter of a million pounds into paying professional fees. The foundation has committed £7.1 million of its own resources, in addition to government resources, to accomplishing this end. However, I am worried that the BSF programme will not happen and that the money dedicated to it will be siphoned off to fuel the new academies we are discussing. I should like an answer to that question. We have people waiting on us, and not just at the school where I am a governor but also at others. What is happening to the BSF programme? Please give the same diligence and speed to answering that question as was given to the writing of letters to head teachers urging them to become academies. There is lots to do, and there will be lots of fun. I look forward to it.