Education Bill

My Lords, again the Government have pre-empted me by sending me this morning a very helpful e-mail describing their proposals for what are still called disciplinary proceedings, but I do not think that is the right phrase to use for these things. They are much more to do with performance, and we should try to get the word discipline out of this because it implies that the teacher has done something wrong rather than that the teacher is just in the wrong place. If it is a matter of a teacher having done something wrong, of course it is discipline, but this is about a performance review, and the consequences of a performance review. It is crucial for children that they have good teachers. There are always inevitably going to be teachers in the system who are not up to scratch. The first response of the system ought to be to try to support them, to try to find ways of improving their performance, for their colleagues to help them, for them to go on courses if necessary and whatever needs to be done to encourage them back to a position where they are doing as well as their pupils deserve them to be doing. However, at present, certainly to judge from conversations with head teachers, they find the whole process of dealing with teachers who are not up to scratch so difficult and slow that many of them just give up and put up with substandard teaching. I do not think that that is a satisfactory position. I do not know whether the e-mail sent to me was more widely circulated around the Committee. I think it perhaps should have been. I think that applies generally to messages going round in response to amendments. As I am sure my noble friend has seen, the interest in each question is pretty general around here, even if it has been proposed by just one or two of us. However, it seems to me that the Government are having a go at tackling this and are proposing quite interestingly simplified guidance that ought to enable this process to improve from both a teacher’s point of view and from the point of view of pupils and schools. May I ask a few detailed questions? Is it possible under the new scheme for pupils to be involved in these proceedings? Pupils’ views on how good teachers are are often quite accurate. Is it envisaged that there will be some way of feeding that back into the system? I see that support is given to teachers throughout the process, which I thoroughly approve of. Is it proposed that once the point has been reached where it has been decided that a teacher should leave a school, there should be support for the teacher in making their next move, in whatever direction that is? It does not seem to me unreasonable that a teacher, having been supported all the way through the process, should not just be pushed off the edge at the end of it. I note that a teacher who appeals successfully can be reinstated. That seems to me a good principle to apply to pupils too. I very much hope that, having set this new system in place, the Government will take an interest in how it is going and in a year or two will look to see how it needs adjusting and improving. I beg to move.