Education Bill

My Lords, the other day, I heard the opera singer Alfie Boe say on ““Desert Island Discs”” something that we do not often hear successful people say: that he had not liked school. Usually, if people want to confess something bad about their school experience, they say that they were not very good at it. I think that is untrue. All children are clever but not all are academic. Alfie Boe said he did not like school because he was not able to study music without being able to play the violin or flute. Apparently, his voice did not count as an instrument. He lived for 3.30 pm every day, when he could escape to his singing and music classes. I did not like school either and could not wait to be 16 so that I could get a job and start work. Notwithstanding the comments of the right reverend Prelate the Bishop of Oxford about the son of a grocer, for someone like me—a hands-on, get-the-job-done kind of girl—sitting around in a classroom all day reading poetry felt a bit pointless. It was not until I was 14 and attended the local college for half a day every week to do typing at secretarial studies that things started to become clearer. I became enthusiastic for learning. I decided then that, after leaving school at 16, I would try for a place on a two-year secretarial course that included A-levels. To get on that course, I needed to achieve five O-levels. Finally, learning had some purpose and I knuckled down. I succeeded in getting where I wanted to go. My horizons were not that high back then. I share this with noble Lords because I support the Government’s education policies, only some of which are included in the Bill. I applaud the emphasis on standards in behaviour, performance and testing of teachers as well as children. More than anything, I am thrilled that, as part of the academy programme, the Government support university technical colleges—which the noble Lord, Lord Baker, described so powerfully—and studio schools, although the latter do not have the same profile as the UTCs. These schools and colleges are important because they combine academic learning with technical and vocational skills. In doing so, they provide a serious and alternative route to success for those children who are not best inspired by academic subjects alone. The noble Lord, Lord Sutherland of Houndwood, and the noble Baroness, Lady Morris of Yardley, highlighted what they felt was too much focus on structural change in the Bill. To me, these UTCs send a powerful and important message. They say that we as a country are finally starting to recognise that all children are clever, even the ones who are not academic. In my mind, the purpose of school is to help us be the best that we can be at whatever it is that we are good at. Michelle Obama’s visit to Oxford University with a group of girls from a London school was magical in its inspiration. They will not forget that experience and neither should the rest of us who want young people from all backgrounds to aspire to that level of academic achievement. Listening to her that day and watching her with those girls in Oxford really gave me goosebumps. We must not allow our ambition for more working-class children to attend Oxbridge to distract us from helping all young people to be ambitious at whatever it is they are good at. Some of our best and brightest are not motivated by Oxbridge—and, in any case we need brilliant doers as much as we need brilliant thinkers. Moreover, we need to start showing our brilliant doers that we think they are just as special as everyone else. The noble Lords, Lord Layard and Lord Young of Norwood Green, mentioned the apprenticeship scheme. I agree that it is of vital importance that such opportunities are available. I am a bit surprised and confused by the remarks they made, because as I understand it the Government have increased the funding for apprenticeships by £180 million in this year alone, which means a further 50,000 places for young people. Perhaps the Minister can clarify that in his summing up. One thing I believe very profoundly is that if someone is clever at one thing they are probably clever and capable of doing much more. Sometimes we need to help children to discover what that is, but if we recognise the importance of whatever it is they are good at—whether it is singing or typing—show respect for that skill and help them to succeed, we might just give them the confidence to aspire to achieve more. There is much detail in this Bill, which will be debated in Committee, but as a vehicle to improve our education system and through that the opportunities for all our children it certainly has my support.