Academies Bill [HL]

My Lords, I shall speak also to my Amendments 5 and 7. Primary schools are always a matter of particular interest and certainly were to your Lordships when we discussed them in Committee. A number of concerns were expressed on this side and other sides of the House about the potential rapid conversion of hundreds of primary schools to academy status. I make it clear that my raising these matters is not born out of any objection to allowing the freedoms being granted to existing academies to be extended to primary schools; more, they come from some very practical considerations, stemming often from their relative size and community location of those schools. In Committee, my noble friend Lady Royall raised a number of important points about the implications of the Bill for primary schools. She referred to their comparatively small size of many primary schools and to their potentially increased overheads. She said that the resources for shared services could be swallowed up by the extra administrative costs that would have to be borne one way or another. My noble friend also warned that many primary schools would have less capacity to budget and plan for the future. Other noble Lords also made those points in our debate. Today's earlier discussion on the financial arrangements and the uncertainties there are at the moment reinforce that point. Thinking of primary schools and of the limited managerial capacity that one often finds in those schools, one can only worry at the burden that is likely to be placed on the head teacher and the governing body, and the responsibility that is likely to be put on them. My understanding from local authorities is that the most dependent group of schools that rely on their advice and support are primary schools. The vast majority of their schools are community schools. They will not have had even the experience of being foundation schools in managing the enormous range of responsibilities that would come with academy status. There is a real issue of capacity here. We know that most secondary schools employ a range of staff to deal with the increased administrative requirements placed on them. Often, in many primary schools, there is only one school secretary and the head teacher. One also has to think in terms of public finance and the appropriate monitoring and spending of those moneys There are also some real practical issues. What would happen, for instance, if a primary school developed a serious structural fault or there were fires on school premises? The normal first port of call for primary schools at the moment is the local authority, which would step in. My understanding is that once a school becomes an academy, Department for Education advice states that it would expect schools facing such problems to take out loans. But could some of the smaller primary schools really be able to take that risk and afford the repayments, even if they could get a loan in the first place? We know that most primary schools depend on the local authority to pick up the cost of redundancies, employment tribunals and legal costs associated with challenges over accidents and similar incidents. Would smaller primary schools even be able to find the cost of insurance to cover this, when the department's own website states that for most schools the cost of insuring would be "between £60,000 and £100,000"? Add to that the cost of purchasing legal and personal advice commercially. There is another concern about the immediate conversion of primary schools to academy status. A great deal of work has been done over the years in managing the process of transition from an early years setting to the first year of primary school. I hope that the review of the early years foundation stage announced by the Government will not reverse that very good work. But the reality is that the overlapping responsibilities between early years settings and the children's trusts—the abolition of which would cause concern on this side of the House—raises concerns about the number of childcare and early years settings sited with primary schools which, if they then move to academy status, could have major consequences. The problem is that we have so far seen little evidence that any serious thought has been given to those consequences. I know that the Minister is being extremely helpful in our debate, but I was disappointed with his response. He acknowledged the importance of the matters that have been raised and said that he understood some of the concerns. He said that he was committed to thinking through the practicalities raised by noble Lords in Committee. But in the end, he gave no comfort to those of us who think that the practicalities ought to be dealt with first before primary schools become academies. Our Amendments 3, 5 and 7 seek to remove primary-only schools from the Bill entirely. This is done for reasons of practicality. Of course, if the Government are determined to find a way in which to make the academy programme applicable to primary schools, why do they not do some preparatory work, look at the issues and return with proposals at a later date? They have undertaken to bring at least one other education Bill during this Session of Parliament. Surely, that would give them time to prepare some fully worked-through proposals. I know that the other amendments in this group seek variously to delay the introduction of primary academies, which would obviously give the sector and the noble Lord’s department time to work through some of those issues. We would certainly support those amendments, should our own amendments not succeed.