Education Bill

My Lords, the current reporting areas for school inspections of maintained schools and academies have evolved over the years in a piecemeal way with new requirements being bolted on for the best of reasons but without there being any overall consolidation. Over time the arrangements have become crowded, with inspectors having to make numerous judgments and schools feeling that they have to jump through multiple and sometimes overlapping hoops. Clause 40 consolidates and refocuses the arrangements around core issues related to education in its widest sense, covering pupils’ academic and personal development. It specifies four high-level areas that must be reported on; namely, pupils’ achievement, the quality of teaching, leadership and management, and pupils’ behaviour and safety. It requires inspectors, in reporting on these, to consider pupils’ spiritual, moral, social and cultural development and how the school is meeting the needs of the range of pupils. The new approach will mean inspectors spending more time in classrooms, observing teaching, listening to pupils read, and talking to pupils and staff. The space provided in the new framework will mean that inspectors can drill down more effectively into difficult areas. Ofsted has developed, piloted and now published a new draft framework built around these provisions and the proposals have been welcomed by both schools and inspectors. Ofsted is currently training inspectors in the new approach which, subject to the passage of this Bill, will be introduced in January. The specific terms ““well-being”” and ““community cohesion”” in Amendments 77 and 78 are not included in the consolidated provisions set out in Clause 40. But as my noble friend Lady Walmsley pointed out, that does not mean that they are to be absent from the new arrangements. There will be good coverage of these matters but they will be approached in an integrated way, linked to the core areas and underpinning considerations. This comes across clearly in the draft framework documents that Ofsted published at the end of September which were circulated to Peers in the open letter to the noble Baroness, Lady Hughes, on 14 October. For example, the new arrangements will give prominence to aspects such as behaviour, attendance and pupil safety—all of which are fundamental to well-being. Inspectors will spend more time looking at absence and reasons for this and at how the needs of any pupils who are educated partly off site are addressed. The wider safeguarding of pupils remains a key part of the assessment of leadership and management and noble Lords have rightly emphasised the importance of safeguarding. That also looks at how the school is working in partnership with other schools, external agencies and the community to increase the range and quality of learning opportunities for pupils. Inspectors will be considering pupils’ participation in activities to develop their social skills. Inspectors will look at how schools manage safeguarding arrangements, including effective identification of children at risk of harm. They will also conduct case studies looking at the experience of vulnerable pupils, including those with special educational needs, looked-after children or those with mental health needs. There will also be good coverage of issues related to community cohesion. I can reassure the noble Baroness, Lady Flather, and others who spoke in support of this that inspectors will focus on how well performance gaps are narrowing between different groups of pupils when assessing achievement. They will also look at how teachers ensure that all pupils have equal access and a fair chance to learn in an atmosphere of respect and dignity when assessing behaviour, at how the school helps pupils prepare for life in modern democratic Britain and a global society when addressing leadership, and at the extent to which pupils understand and appreciate the range of different cultures within the school and further afield, as the right reverend Prelate pointed out, as an essential element of preparation for life when considering pupils’ spiritual, moral, social and cultural development. This is in the draft evaluation schedule published by Ofsted which is available to all schools and the public, so I can also reassure my noble friend Lord Lucas that all schools will indeed know about it. My noble friend Lady Benjamin asked how we would ensure that equalities issues were addressed. I reassure her that equalities are at the heart of the inspection system. Under the teaching limb, inspectors will assess the extent to which the needs of all pupils are being met. Under behaviour and safety, inspectors will look at whether all pupils have an equal and fair chance to thrive and learn. On leadership, they will assess whether there is a broad and balanced curriculum that meets the needs of all pupils. Where schools are not meeting the needs of all groups of pupils, this will be reflected in inspectors’ judgments about the school. In addition, schools of course have duties under the Equality Act. Amendment 79 would amend the underpinning requirement for inspectors to consider pupils’ spiritual, moral, social and cultural development to add linguistic development. I assure the noble Lord, Lord Quirk, that I agree that linguistic development is highly important. That is reflected both in Ofsted’s new approach and in the early years foundation stage. The starting point for assessment of communication, language and literacy development is the early years foundation stage profile assessment, which sets the standards for learning and development from birth to age five. My noble friend the Minister met the noble Lord recently and shared with him the full detail of the assessment that is made on communication and language. I say for the benefit of the House that the assessment includes checking the extent to which children speak clearly and audibly with confidence and control, and show awareness of the listener. It assesses how they use language to imagine and recreate roles and experiences, and how they use talk to organise, sequence and clarify thinking, ideas, feelings and events. It checks that children hear and say sounds and words in the order in which they occur; that they link sounds to letters, naming and sounding the letters of the alphabet; that they use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words; and that they explore and experiment with sounds, words and text, and retell narratives in the correct sequence, drawing on language patterns of stories. We have recently consulted on revisions to the early years foundation stage. One proposal that we are looking to take forward is a new assessment for all children at age two. This would include personal, social, and communication and language development. The aim is to identify where children are doing well and where additional support may be necessary. The intention is to introduce this from September next year. I turn to the new inspection system. In evaluating teaching and pupil achievement, inspectors will draw on the EYFS profile assessment in considering how well pupils develop skills in reading, writing and communication, and the extent to which pupils develop the skills to learn for themselves. Inspectors will listen to children reading, with a particular emphasis on weaker readers, and consider opportunities in the curriculum and through interactions with teachers and other adults for pupils to engage in a range of activities—for example, developing an appreciation of theatre and literature. As the noble Lord has noted previously, social and cultural development presupposes linguistic development. We do not think that it is necessary to identify linguistic development separately from social and cultural development and, more generally, we do not believe that there is a pressing case to add to the legislation in this respect. The phrase ““spiritual, moral, social and cultural development”” has been with us since the start of Ofsted inspections in the early 1990s and continues to be just as useful and relevant today. To provide some additional assurance, we have agreed with Ofsted that linguistic development will feature explicitly in the training being provided for all inspectors in the coming weeks. We have asked that this important area be considered within the new framework for initial teaching training, on which Ofsted will shortly consult. Amendment 76A from the noble Lord, Lord Northbourne, would introduce a fifth core area on which Ofsted would be required to report, covering the extent to which pupils of compulsory school age are ““school ready”” when they join the school. We have already had a useful debate during the first session about the importance of good parenting and support through the first five years of a child’s development, so I will not repeat the points that were made on this. However, I fully acknowledge that parents and early years providers have an important role to play in preparing children for school. School inspection is concerned with holding schools to account for performance in educating their pupils. Inspection reports are therefore focused on the extent to which pupils progress and develop and not on reporting information about aspects of pupil intake, but I assure the noble Lord that inspectors will be interested in pupils’ starting points. The evaluation schedule that inspectors will use makes reference to the important assessment that is required to be made by schools under the early years foundation stage profile, the scores that inspectors will check as part of assessing what progress pupils have made at the end of each key stage relative to their starting points. Put simply, inspectors will look at the value that schools add while not lowering their expectations. I know that the noble Lord is concerned also with what happens in other early years settings, the extent to which they are required to follow the early years foundation stage and how they are held to account. EYFS is mandatory for all early years settings, including reception classes in schools. The EYFS profile is an observational assessment of all children in the summer term of their reception year at school, the academic year in which they turn five. The reception class, of course, is attended by nearly all children. In addition, all children at ages three and four are entitled to 15 hours’ free early years education for 38 weeks a year, as are the most disadvantaged children at age two. For the most vulnerable children in need, we have debated previously the duty on local authorities to consider providing services which meet their needs. The assessments are undertaken by teachers, supported by evidence gathered during the child’s time in reception year. It is based on practitioners’ ongoing observation and assessments of children’s progress in all six areas of learning and development. Parents are given a written report on their children which reflects the judgments of their child’s teacher based on the evidence that they and others have gathered. The information is used by the parent and the school to understand the child's development needs and to help plan for their future learning Data from EYFSP assessments are collected by local authorities, and they provide aggregate data to the department. The department publishes data annually at local authority and national level—these have been sent to the noble Lord. Last week we wrote to the noble Baroness, Lady Howe of Idlicote, detailing the various ways in which we collect information on the early years. We would of course agree with what she said in today’s debate about the importance of school governors in the whole pattern of these developments. On holding local authorities to account, we are making data available about how children are developing at the end of the early years in each local authority area. We would expect schools and parents to use this to challenge the authority on its performance. Ofsted inspects all early years providers against the EYFS. Where settings fail to meet the EYFS requirements, inspectors take action, instructing improvements as needed. Where improvements are needed, settings are inspected again, more quickly than they would otherwise be. Finally, local authorities have a duty to provide information, advice and training to childcare providers in order to raise quality. To support this, the Government provide a substantial funding stream through the early intervention grant to enable local authorities to act more strategically and target investment where it will have the greatest impact, with greater flexibility to respond to local needs and to drive reform. I hope that the noble Lord will agree that the EYFS profile is the right mechanism to provide the information about school readiness that he is seeking, and that the focus in school inspection should continue to be on the progress that pupils are making and the value added by the school. The provisions in Clause 40 offer a coherent set of high-level reporting areas that have enabled Ofsted to put together a new approach to inspection that will be clearer for schools and inspectors and drive improvement. I apologise if I have spoken at some length, but many important points have been raised in this debate. I hope that I have offered reassurance about coverage of well-being, community cohesion and linguistic development within the framework documents, and wider assurances about EYFS and how school readiness is monitored. I hope that, with those reassurances, the noble Lord will feel able to withdraw his amendment.