Education Bill

My Lords, as the noble Baroness, Lady Hughes of Stretford, said, we have had an excellent debate. The number of speakers alone shows the great concern that this House has in improving education and extending opportunity. Expertise, knowledge and passion have been shown in equal measure this evening, and I thank all noble Lords for their contributions. I particularly congratulate my noble friend Lord Edmiston on his excellent maiden speech and on all that he is doing as a sponsor of the Grace academies in the West Midlands. He reminded us all that academic education is not the be-all and end-all, as, rightly, did the right reverend Prelate the Bishop of Oxford, and that routes to success come in all shapes and sizes. He is also living proof of the importance of people having second chances. With more than 50 speakers, I hope noble Lords will forgive me if in the time available I do not respond to every point that has been raised. However, I undertake to write to noble Lords when their points require a more detailed reply. I am glad to say that I think there was a broad consensus on a number of the principles underlying the Bill. First, I welcome the support that the Bill has received from a number of my noble friends, including my noble friends Lord Baker, Lady Perry of Southwark, Lady Ritchie of Brompton, Lord Lucas, Lord Blackwell, Lord Lexden and Lord Willis of Knaresborough, about the importance of increasing school autonomy and trusting professionals. The evidence of the desire of school leaders to take greater control of the future development and success of their schools is clear, as we see thousands of schools seeking academy status. I am grateful for the support of the noble Lord, Lord Sutherland of Houndwood, and my noble friend Lord True for the academy programme, which shows that it is possible to have greater autonomy, which is widely accepted, without the isolation and fragmentation which I know some noble Lords feared when we debated the Academies Bill a year ago. Indeed for me, one of the most exciting developments of the academies programme is the way in which chains and clusters of schools are joining together to increase opportunities across their schools for school improvement and career development. On free schools, I hope that the noble Lord, Lord Whitty, may in time revise his views a little—as he has on academies, a little. Many noble Lords, in particular the noble Baroness, Lady Morris of Yardley, spoke about the importance of teachers. I agreed with much of what she said, as I often find myself doing. It was no accident that we called the schools White Paper The Importance of Teaching. It reflects the evidence that teachers make a critical contribution to the achievement of pupils and that we must do more to recruit the best graduates into the profession and retain the best teachers. I take the points made by the noble Lord, Lord Bichard, about setting out our plans. I agree with him about the importance of professional development. We are taking measures to improve teacher quality that do not require legislation, and we will be setting out our plans in the way that he suggests. Some of the debate, however, highlighted some of the tension that seems to exist between our ambition to treat teachers as professionals who know best how to meet the individual needs of their pupils and wanting to require all schools to act in particular ways. My own view is that most teachers and school and college leaders are far better placed than Ministers to know how best to inspire, educate, and indeed discipline pupils. That brings me to the proposals on behaviour and discipline, about which it is fair to say there was a range of views. Many noble Lords, including my noble friends Lady Perry, Lady Morris of Bolton and Lord Lingfield, supported the additional powers in the Bill on discipline, which build on those introduced by the previous Government through the ASCL Act 2009. The noble Lord, Lord Collins, spoke about bullying, in particular homophobic bullying, while the noble Baroness, Lady Howells of St Davids, spoke about racist bullying and the noble Baroness, Lady Whitaker, mentioned Gypsy, Roma and Traveller children in that context. We are working with external organisations, including those such as Stonewall, in helping schools to develop best practice on these issues, but it is important that the measures that we want to take to help entrench discipline will help to deal with the problems of bullying, in particular cyberbullying. I recognise that other noble Lords, including my noble friend Lady Walmsley and the noble Baroness, Lady Howells of St Davids, had reservations about our measures and wanted to ensure that adequate safeguards are in place. The Government believe that the extension of powers are proportionate and necessary, and that they strike the correct balance between the rights of pupils and students and the powers that those running schools and colleges want to secure a safe environment for all—including, perhaps above all, the most vulnerable—in which to learn. I am grateful to the Joint Committee on Human Rights for its scrutiny of the Bill. I see that its report welcomes the changes that we are making to extend free early years education and to improve behaviour and discipline in schools as they help children exercise their right to education. They are an important part of this Bill and our wider education reforms. I am confident in the rationale for the changes we are making and their compatibility with convention rights, but we are obviously considering the detail of the JCHR report and will clearly go on to debate the issues that it gives rise to as the Bill passes through Parliament. The department’s new expert adviser on behaviour, Mr Taylor, will be working with teaching schools to help ensure that best practice is shared both through initial teacher training and through school-to-school support, while working with existing initial teacher training providers to ensure best practice. If I may, I shall say a few words on exclusions, concerns about which were expressed by the noble Lord, Lord Morris of Handsworth, my noble friend Lord Avebury and the noble Baroness, Lady Whitaker. A number of concerns were raised about the changes to the exclusion process made by Clause 4. I agree with those who argued that avoiding problems escalating to the point where exclusion is necessary at all is in the best interests of all concerned—the noble Baroness, Lady Grey-Thompson, made that point particularly persuasively. That is why we are trialling a new approach to exclusions aimed at encouraging exactly that. A similar approach in Cambridgeshire has had excellent results, cutting the number of children in PRUs from 700 to some 150. The Government intend to take forward trials to help deal with exclusions and give schools the budgets in the way that was suggested. Moreover, by ensuring that behaviour and achievement are core elements of the more focused Ofsted inspection framework, we will hold schools to account for ensuring an orderly, safe environment in which all pupils achieve. Unfortunately, we cannot avoid exclusion in every circumstance. Schools must be allowed to make these difficult decisions in the interest of all pupils and staff. The revised process will provide an independent review in every case of permanent exclusion where a parent requests it. The panel’s decision will give governing bodies a clear indication that the exclusion has been unreasonable and return the case to them for consideration. I reassure noble Lords that the statutory framework in place for the education of permanently excluded pupils ensures that their right to full-time, suitable education, is protected, and we are also determined to increase the quality of alternative provision available for excluded pupils, including by legislating to create alternative-provision academies through this Bill. That relates to important points made by the noble Lord, Lord Sutherland of Houndwood, and my noble friend Lord Lingfield about how we can improve the quality of provision for the children most at risk. One theme running throughout many contributions was schools’ accountability and the impact of the changes on the role of local authorities. This point was raised by the noble Lord, Lord Griffiths of Burry Port, and I am glad that I was able to meet at least one of his concerns about local authority governors. We are keen to have a system where schools look to parents and their locality for their accountability, with better information available to enable schools to be held to account, including international comparisons, as my noble friend Lady Perry and the noble Baroness, Lady Coussins, argued. I was grateful for the comments made by the noble Baroness, Lady Morgan of Huyton, about Ofsted and her reminder about the need to keep inspection focused. I can reassure my noble friend Lady Jolly that, in addition to risk assessments to trigger inspections of outstanding schools, we expect Ofsted to include outstanding schools in thematic inspections. Local authority children’s services continue to play a critical role in the early years, special educational needs and child protection in particular. There are, however, two areas in which changes are necessary. The first is in relation to commissioning school places. The previous Government’s 2005 schools White Paper, Higher Standards, Better Schools For All, set out a vision of greater autonomy for schools with the local authority acting as a commissioner rather than as a provider. We share that vision. We want to see swifter and more decisive action by local authorities to address underperformance, but, as my noble friend Lady Ritchie of Brompton argued, that is best achieved where local and central government work together. However, where authorities fail to act, Clause 43 gives us a reserve power to require action. A number of noble Lords, including the noble Baroness, Lady Jones of Whitchurch, and the noble Lord, Lord Knight of Weymouth, characterised the Bill as centralising powers to the Secretary of State. I look forward to discussing that during detailed scrutiny of the Bill in Committee. In the vast majority of cases these powers are simply existing powers transferred from a quango, which will lead to increased accountability —yes, through Ministers—to Parliament. There are few areas where the Secretary of State can reasonably be described as having taken substantive new powers rather than powers to give effect to the legislation. These new powers—they are new powers—include the reserve powers to direct sample schools to take part in international surveys, to require local authorities to address underperforming schools and intervene in underperforming colleges, which has been welcomed by the Association of Colleges. One of the other areas is a power to cap fees for part-time higher education so that the new loans the Government are introducing will cover the course fees. I think that that measure commands broad support. I do not accept that these powers can be used to characterise the Bill as centralising, especially as it also removes a significant number of requirements currently imposed on schools, colleges and local authorities by central government. Concerns have been expressed about the practicalities of major reform of the arm’s-length bodies, some of which were raised by my noble friend Lady Sharp of Guildford, and particular concerns were raised in connection with the General Teaching Council for England. I always listen to the noble Lord, Lord Puttnam, with great care, but I do not agree that the Bill diminishes the role of teachers. However, I was particularly struck by what he had to say about technology, as I was by the remarks of my noble friend Lord Willis of Knaresborough. In response to a question put by my noble friends Lady Jolly and Lord Lexden, we are considering whether to make available to employers information on individuals who have qualified teacher status to make their recruitment checks easier. I hope that I will be able to reassure noble Lords during the passage of the Bill of how the changes being made to the arm’s-length bodies are being managed. Specifically on the abolition of the Qualifications and Curriculum Development Agency, the Government of the day, not the QCDA or its predecessor bodies, have been responsible for the national curriculum since its inception. The QCDA’s current role is only advisory. Decisions about the national curriculum are already taken by the Secretary of State and it is of course the aim of the Secretary of State, with his national curriculum review, to slim it down. On teacher anonymity, I welcome the support of noble Lords, including the noble Baroness, Lady Jones of Whitchurch, my noble friends Lady Brinton and Lady Perry, and the noble Lord, Lord Morris of Handsworth, on the provisions for reporting restrictions about allegations made by pupils against teachers. A number of noble Lords asked us to consider extending these provisions further, although by contrast my noble friend Lord Black set out his concerns in that he felt the measure is an unwelcome interference with the freedoms of the press. The Government are proceeding cautiously in this area, reflecting the need to balance these competing rights. I look forward to more detailed consideration of this measure in Committee, and I want to make clear that we will consider carefully the arguments that are made. I was pleased to see that Clause 1 has commanded so much support across the House. A number of noble Lords, including my noble friend Lady Walmsley, who has done so much to champion early years development, along with my noble friend Lady Perry, the noble Baronesses, Lady Jones of Whitchurch and Lady Massey of Darwen, and the noble Lord, Lord Low, spoke eloquently about the importance of greater support for children from disadvantaged backgrounds so that they can have the best start in life. That links to the point made by the noble Lord, Lord Northbourne, about the importance of parenting. We have implemented the extension to the 15 hours of free early years education for all three and four year-olds last September, and through this Bill the most disadvantaged two year-olds will also have an entitlement to 15 hours by 2013. I thank the noble Lord, Lord Touhig, and the noble Baronesses, Lady Howe and Lady Grey-Thompson, for raising issues related to children with special educational needs and disabled children. I was pleased to meet representatives from the Special Educational Consortium last week to discuss how specific clauses in the Bill will work for this particular group of children and their families, whose needs the system, as we know, can sometimes struggle to meet. I look forward to continuing that dialogue as we go forward with the Bill. There was much interest in vocational education, and I share the concern of noble Lords to strengthen what is on offer to young people. I agree with my noble friend Lady Brinton about the importance of vocational education, and with my noble friend Lady Stowell about university technical colleges and studio schools. The Government’s response to the excellent Wolf review and our investment in apprenticeships shows our commitment to improving the position, and I should like to reassure the noble Lords, Lord Layard, Lord Haskel and Lord Young of Norwood Green, that there is no diminution in this Bill of the Government’s commitment to apprenticeships. It is just that we think that the entitlement is not one that the Government can deliver since only employers can offer apprenticeships. My noble friend Lady Sharp put a specific question about preparing young people for apprenticeships, and perhaps I can write to her about the access to apprenticeships scheme which the Government are taking forward. Several comments were made about the reforms to careers guidance. I believe that we have made the right decision: schools, rather than local authorities and the Connexions service, should be responsible for securing independent and impartial guidance. Although there were some dissenting voices on that, I think it was broadly accepted. The destination measure is more important than being prescriptive about precisely how careers education should be provided. It is also the case that young people themselves often prefer to get information online. Schools will be able to secure face-to-face advice if they think it is right for the children in their care. However, I understand the concerns about how we will move to the new arrangements in practice. I have no doubt that we shall return to this in Committee. The theme of admissions was raised. The noble Baroness, Lady Jones of Whitchurch, and the noble Lord, Lord Knight of Weymouth, slightly overstated the extent of the changes that the Bill makes to admissions. We are making changes to the role of the adjudicator, making schools and local authorities responsible for implementing his decisions. However, his decisions remain binding and the Bill extends his remit to academies and free schools, a development that I would have expected noble Lords to welcome. The noble Baroness, Lady Jones of Whitchurch, raised the issue of grammar school expansion. The Bill and the code do not allow for an increase in school selection. However, as has been the case since the Education Inspections Act 2006, a maintained school can increase the number of places that it offers, subject to consultation. We want and need good schools to be able to expand, and it would be wrong to exclude grammar schools from this. I understand the concern raised by the noble Lord, Lord Stevenson of Balmacara, about the timing of the package of major reforms to higher education. On the fiscal context, our desire to let potential students know the financial arrangements that will apply next year as early as possible has required us to take the change forward in stages. The increases in tuition fees were settled at the end of last year. The Bill makes necessary changes to primary legislation to enable progressive interest rates to be charged. Noble Lords asked about the forthcoming White Paper on higher education. I reassure them that it will be published shortly. My noble friend Lord Henley will seek opportunities to brief those noble Lords who are interested in the subject before we come to the relevant clauses.