Education Bill

My Lords, I also speak in favour of the comments made by my noble friend Lady Jones. Perhaps I might do a bit of history even more ancient than that used by my noble friend Lord Knight. This broader teaching workforce in schools originated right back with the 1998 Act and the previous Government's first Green Paper on teacher reform. As we took that forward, I remember the good will that there was among non-teaching staff about managing that change in the teaching workforce, which is probably one of the most important changes of the past 15 years. It has transformed the culture in schools and not only helped individuals but made the job of teachers more professional, because for the first time in a long time they have a proper support infrastructure around them in the way that other professions do. I remember trying to negotiate that way back in the 1990s. At that time, the thing the unions wanted was a negotiating body. We got to a point when we were in danger of an impasse. We did not have a negotiating body, so how could we take forward these reforms? It was asking that group of workers to do a lot of extra things and to embark on change without any change in pay or promises about conditions or about paying the rate for the job. They fairly readily agreed to do the negotiating first and make the changes first. My noble friend is right that it was not easy to get it through the Treasury. They made the changes and got high-level teaching assistants and bursars in place without having a negotiating body going alongside that. I thought it was a great tribute to the workforce and to their representatives to change before they had the protection that went alongside that, so when my noble friend managed to secure that negotiating body, for me, that was like closing a circle. I breathed a sigh of relief because it was right that a proper negotiating body went alongside that change. There had almost always been an understanding that the two were necessary but, for once, the workforce changed before they got their protection. It is a great tribute to them, but I would not underestimate how important it was in bringing about cultural change in school. That is why I am now sorry that half of the deal has been broken. I readily accept that the present Government were not part of that deal, but I do not remember objections to that clause in the Bill when it went through. I do not think you can separate asking part of a workforce to change and wanting them to continue to change but taking away their support body. Secondly, I meet a lot of people who have the incredibly important role of school bursar. That role originates from the 1998 Green Paper. They have done brilliant jobs and are real agents for good and for change. They support heads and governors and are in leadership positions. I often speak at the conference where they train. It is always a conference of two stories. There are bursars work with heads and governing bodies who understand what their qualification means and what they are meant to do. They talk about their leadership role in school. They are often on the leadership board and feel they are partners in the school. More important than that, they feel as though their qualifications and skills are being used. The other tale from those conferences is of bursars who work in schools where the head still does not understand and realise what their training and qualifications have given them. They tell stories of personal frustration and of their skills not being used for the good of the school. I understand how heads get to that position: they have a lot on their plate and the truth is that up to the present time they have not been able properly to understand what the job of the bursar should be and what their role in school might be. That is where we will end up. Without those guidelines, job descriptions and framework, some schools, especially those that lack confidence, could take two or three decades to get in place a system for valuing and using their skills. I cannot stress enough that they are the best thing, and I am pleased that this Government appreciate that and will take this forward. Having a broad skill set within schools that can support the crucial role of teacher will enable teachers to teach more effectively and children to learn more effectively and at a higher level. I ask the Minister to reflect on how taking away this negotiating body will help that broader, more diversified workforce do its job better. I do not think it will. If we get rid of this body, it will wind back 10 to 15 years of progress in having a more effective workforce in schools.