My Lords, I will add to the question of “academies or maintained schools”. During the coalition Government, when Secretaries of State, often from the party opposite, talked about visiting schools and praised schools, they were always academies. I would like to find an example where they praised a maintained school, but I cannot remember a Secretary of State praising a maintained school. That is a problem because, while we may all accept at this stage that there is a rather unfortunate arrangement of different types of governance, contracts, and so on, if all we ever hear is that academies have saved everything and are brilliant, then it does not do anything at all for schools which have been and are successful and which have chosen in good faith with their community, parents and student body, to remain with their local authority and with democratic oversight.
I am not engaging in this argument by saying “Everything on this side is good; everything on this side is bad”. But I do say that I never once, for example, heard Michael Gove when he was at the DfE, in public or private conversation, praise a maintained school. That is a problem because clearly lots of young people are being educated in academies now, but equally there are still a lot of young people being educated in maintained schools. In fact, all young people in Wales are being educated in maintained schools—obviously not the ones in the private sector; I mean those who are being educated by the state. My noble friend Lord Knight talked about having been in Orkney and reflecting on this legislation. In Scotland, there are no academies, so we are an outlier in England, and it is regrettable.
I want us to think about this and, when we come to this debate, try not to always bring a particular prejudice about a particular style of school. Of course, we all
want every school to be successful for every single child, but we have always wanted that, whether they were academies or maintained schools. I hope that, as this debate progresses, we will not hear any more about “This is always good” and “That is always bad”. It does not do us any favours in this Committee, and it certainly does not do any favours for our colleagues who are teachers and other education professionals—or indeed for young people being educated.