Education and Skills Act 2008

Baroness Butler-Sloss Excerpts

Wednesday 23rd November 2011 Lords Chamber

[Lord Hill of Oareford]

In all these things, one needs to strike a balance between seeking to move in the direction of involving children and being overly prescriptive in the ways one goes about doing it. We think the balance is about right in terms of the degree of guidance that we give and the way that schools are responding. One of the other developments, which will probably not be welcomed by my noble friend Lord Tebbit, is that the Government have said that they are looking at ways of strengthening the role of the office of the Children's Commissioner, and are thereby looking at making sure that children’s rights as set out under the UN convention would be enforced.

[Baroness Butler-Sloss]

My Lords, I congratulate the Minister on saying that the Children's Commissioner is going to be given greater powers. That is an extremely important advance, of which many Members of this House would very much approve. Taking up what the noble Lord, Lord Tebbit, said, would the Minister agree that for children to have their views heard does not mean that children are giving orders?

[Lord Hill of Oareford]

My Lords, I am afraid that I got lost as to whether I am supposed to give a negative or positive reply to the question. It is absolutely the case that for children’s views to be heard we need to have orderly and disciplined environments in schools. It is extremely important to emphasise that point; it is the case, over quite a long period of time, that there has been a balance towards treating adults more like children and children more like adults. I would quite like the balance to shift back towards treating adults more like adults and looking after children and treating children like children, to give them the care and support they need. Then they can grow up and flourish.

Education Bill

Baroness Butler-Sloss Excerpts

Monday 24th October 2011 Lords Chamber

[Lord Hughes of Woodside]

My Lords, I apologise.

[Baroness Butler-Sloss]

My Lords, I will say one thing briefly. It is important that we all remember that the Church of England is the established church of this country. That is why we have the Prayers that we have every day. It is appropriate that that should be recognised in schools.

[Lord Lucas]

My Lords, surely those who regard religion as an infectious and dangerous condition should, in the modern idiom, wish to immunise their children with the mildest possible form of the disease.

--- Later in debate ---

most particularly, the way we learn. This country is brilliantly gifted with scientists. We have always been at the cutting edge of change. Why on earth are we allowing this complete revolution in the way that young people learn to pass us by? I strongly support this amendment.

[Baroness Butler-Sloss]

My Lords, I very strongly support this amendment. I have a six year-old American grandson, and I have read his kindergarten report. He was making good progress with the computer and the iPad when he was not yet six. We have to keep in touch, and we have to be there. It is very important that this amendment should be supported.

[Lord Knight of Weymouth]

My Lords, I support this amendment. In doing so, I refer noble Lords to my entry in the register of interests, as I have a number of clients who work in this area.

We are world leaders in this country in the use of technology in education. That is why more than 70 education Ministers from around the world come to the largest conference of education Ministers that happens annually anywhere in the world, held in London, alongside the BETT fair. It is hugely important that we sustain that position, as others are catching up, and are catching up very fast.

I welcome some of the comments made recently by the Secretary of State, Michael Gove, around technology, in particular what he said about iTunes U and the Khan Academy and how they are, in his words, transforming what is going on in the classroom. That is welcome because over the past year or so, those working in the field of technology in education have been worried that the Government have taken their eye off the ball and want to see some leadership. What this amendment is calling for in respect of a plan from the Secretary of State will give, not a formal direction but a lead, to schools about how they use the money that has now devolved to them in this area.

As we have heard, ICT is hugely important. We managed to justify the £300 million the Treasury needed to part with on the country’s behalf for programmes such as the Home Access Programme that I was responsible for in government by using data from, for example, the Institute for Fiscal Studies. That showed that access to a computer at home increases performance in science GCSEs by two grades. PISA did some analysis on the use of technology which shows that over time it has increased maths scores in countries around the world. As a result of the Home Access Programme and the evaluation that the department quietly published a few months ago, we have seen the impact in terms of extended learning at home. By having access to technology at home, people are spending longer on their homework and find doing their homework more engaging. I would point noble Lords who are interested in this towards the example of the Essa Academy in Bolton, which has now got every child an iPod Touch and is rolling out more iPads. The learning that is going on in that academy has led to its results over the two years it has been in place for five GCSEs at A* to C rise from around 40 per cent to 100 per cent, and if you include English and Maths, from 28 per cent to 56 per cent. So some significant gains have been delivered in part thanks to technology. The academy certainly attributes technology to its success.

It is important that the Government should continue to extend their activities around the training of teachers and leaders because we know that if they are not in place, any investment in technology does not get you anywhere. You absolutely have to have them in place. The development of resources, home access and how best practice and next practice are spread are also important. Currently, we have a vacuum. Very early on, Michael Gove decided to abolish Becta, the agenda that provided a lead in this area in securing significant savings. That is his prerogative and fine if he wants to do it. But it meant that there was a hiatus in which people felt that there was no leadership in the area, although we may be beginning to see it now. At the same time, the role of local authorities has diminished and their funding to provide a lead on this locally has also fallen. Authorities have largely let all their IT specialists go, which means that they have now all become self-employed IT consultants. A profusion of people are knocking on headteachers’ doors offering advice, but often with vested interests around particular technology solutions. It is difficult for heads to get through the confusion that follows, and certainly to secure the procurement savings that Becta was able to deliver.

A plan is also necessary not just to fill that vacuum, but to point us towards the potential new ways of working which technology has delivered efficiently in so many different industries. In a challenging fiscal environment, if we can deliver more efficiencies in education, I am sure that that is to be welcomed. Assessment takes up a significant part of any school’s budget, and all sorts of innovations in this area can be secured through technology. As I mentioned, in procurement we are seeing the expansion of digital educational publishing. That can be encouraged or not, depending on whether we see some leadership. My noble friend Lord Puttnam talked about resources that are freely available through the TSL Education site, and there are other sources too. A rapid explosion is taking place that is rooted in this country. We are exporting our education around the world, but we really need to take advantage of it here.

There are all sorts of things that can be done in terms of school system improvement on the supply side, and that is what the Government feel comfortable with because that is what they control, but we can also stimulate much more self-sustaining school improvement through a demand-side set of reforms. It is not just about choice and the decision about which school your child will go to, made once or twice in their school career, it is also about giving parents a voice. You do that by giving them information and data that keep them in touch in real time with what is going on in the school. That can only be done on a viable basis using technology, and if that technology is fairly distributed with inclusion across the range of homes.

In respect of new ways of working, we are at the tipping point on this in schools. We can move away from IT suites and trolleys of laptops and towards people bringing in personal devices that their parents are already buying them. A recent Ofcom study showed that 100 per cent of teenagers, who they defined as 12 to 15 year-olds, had access to a computer somewhere, although as the noble Lord, Lord Willis, told us, many do not have access at home. We are also seeing a rapid rise in the ownership of smartphones, while 10 per cent have tablets, and those figures are changing all the time. There will come a point when we embrace these personal devices, even if it means mobile phones with rules about how they are used. That is because in children’s hands, they are very powerful computers which can aid learning. In turn, it means that schools will spend less on IT, less on recharging devices overnight, less on paper and less on textbooks. They can deliver an educational case around the use of data for performance and differentiation of learning, delivering more learning at home, delivering the softer skills of collaboration and communication that employers need, and the pupil engagement between home and school that we know is so important.

I strongly endorse what my noble friend Lord Puttnam said in respect of the economic case. If noble Lords are interested in how it might work, I recommend that they look at Apps for Good that CDI Europe has been delivering in schools and which young people find hugely engaging. That engages them in the world of work as well as in the world of technology. I also endorse what my noble friend said about coding and the need for more programming being learnt earlier on in school. I tried that, against a lot of push from officials. I even had to write it into the galley proofs before they were sent to the printers and they were not looking. I tried to get ICT as a basic skill at the primary level so that we could make sure that children were plug-in-and-play ready when they started secondary school. They should be able to use technology across the curriculum. Unfortunately, while the Rose review did deliver on what that might look like, it was pulled during the wash-up between Administrations. We never managed to get that shift of IT learning into the primary sector, which I think would have been extremely valuable. There are challenges in this. It will need an evolving pedagogy. It will need someone, ideally the Government, to offer guidance around the interoperability of devices in classrooms, along with procurement advice and possibly the curriculum changes that I have talked about. But the prize is a great one.

The noble Lord, Lord Willis, mentioned the death of Steve Jobs. I ask noble Lords to think about what a Steve Jobs school would have looked like. For the staff, certainly it would have been one with a hero head model, someone solidly leading the school and delivering not what the children wanted, but what they needed. There would probably be a fairly flat staffing structure, but to the world outside it would not be the Steve Jobs school, it would be an Apple school: beautifully designed and one in which people just wanted to learn. It probably would not even have school rules, just as the iPad does not have any instructions, because it would be so engaging. That is what technology can give us: really engaging education that sucks learners in and makes them want to find out more and educate themselves more rather than just the flat, didactic one-way learning that is the tradition which some would like to see revived. I think it belongs in the Dark Ages.

Children: Commercialisation

Baroness Butler-Sloss Excerpts

Thursday 10th February 2011 Lords Chamber

[Lord Hill of Oareford]

I agree with my noble friend in that regard. There is also the point in all this that government can play a role but that parents can also play an extremely important role. It is important that parents themselves assert the boundaries within which they want their own children to grow up. We had a very good debate last week, initiated by the noble Lord, Lord Northbourne, about parenting and early years. One theme that emerged from that was the obvious importance not only of parents demonstrating love towards their children but of boundaries, authority and the framework within which they can grow up.

[Baroness Butler-Sloss]

My Lords, following what the Minister has said about boundaries, should the Government perhaps highlight the importance of some degree of control by parents over what children watch on the internet, particularly with chatrooms? There is a particular danger in allowing children to have a computer with internet access in their bedrooms, so that no one can see what they are actually watching. As the Minister will know, the real danger is of grooming in chatrooms.

Children: Adoption

Baroness Butler-Sloss Excerpts

Thursday 9th December 2010 Lords Chamber

[Lord Hill of Oareford]

I am grateful to the noble Lord for that point, which is well made. It seems to me that one of the issues we have with adoption generally is the great disparity in England between different local authority areas. We know that some local authorities are able to place 100 per cent of children within 12 months. Another local authority that I am aware of can place 38 per cent within that period. There are huge differences, and I think that extending the principle on a broader level, which the noble Lord argues for, is certainly worth reflecting on.

[Baroness Butler-Sloss]

My Lords, I declare an interest as a former judge who tried adoption cases over many years. I expect that the Minister is aware of the importance in contested adoption cases—which nearly all these cases are—of having social workers and CAFCASS welfare officers as guardians. What will the Government do to ensure that there is a sufficient supply of experienced social workers, and CAFCASS officers in particular, to look after children who are placed for adoption?

[Lord Hill of Oareford]

I agree with the noble and learned Baroness about the importance of having a sufficiency of well-trained social workers. In an earlier discussion in this House, there was broad agreement on the importance of making sure that there is a good supply. The crucial role that they play in this process is not always fully appreciated. More generally, in terms of the court system, in parallel with the other initiatives that my honourable friend is taking, a review of the family justice system is under way that must also look into these important issues and get the balance right—I know that this is a concern of my noble friend Lady Knight—between privacy and transparency, so that we know what is going on.

Academies Bill [HL]

Baroness Butler-Sloss Excerpts

Monday 21st June 2010 Lords Chamber

[The Lord Bishop of Lincoln]

My Lords, on this group of amendments, the issue about whether these free schools will be academies could be a trifle academic if the Government are saying that the point of the future trajectory is that all schools should at least have the opportunity to be academies. We need to see this debate within that context.

Much more seriously, I endorse the recommendations that the security of those with special educational needs be affirmed in the Bill. The noble Lord, Lord Low, referred to the avoidance of doubt, and bishops are always up for the avoidance of doubt. There are some issues where it is too risky to leave matters simply to good will or mutual understanding, and special educational needs is one of them. We need to ask the Minister if he will look at ways in which that dimension of academy life can be secured clearly in the Bill.

My third point is to do with governance—not with who can be a governor, but with the purpose of school governors in this brave new world. Many of us have lived through various recensions of governance. I go back to when I was first ordained in the early 1970s and I was a governor of a school. It seemed that the main purpose of the governors was to meet quarterly, hear the head teacher tell us how good the school was, and to pat the head teacher on the head saying, “Jolly good. Keep it up”. It was not long before we saw the development of teacher governors and parent governors. Governing bodies became representative bodies that articulated the range of interests of those with any connection with the school. The role of governors changed quite significantly. Then the most recent Bill of the last Government, just before the election, looked dangerously as though it was tipping towards having governors acting as the Government’s narks. There were going to be requirements for governors to be able to spill the beans and blow the whistle when they thought the head teacher or someone else was not quite up to it. I am sure it will be said that that was not the intention, but that was how it looked. Certainly there was a shift going on in our understanding of governance.

What I ask the Minister is this. Before we even start nailing down categories of people who should be governors, what will we be asking them to do? What will be the role of governors in this new world of academies that is now emerging on the back of the primary wave? I cannot make a decision about the issue of who until I have some understanding of what it is that the governance of academies will entail. What will be the function of the governors? What gifts and qualities will be required of them? We will then be able to answer the question of who might be the most competent people to fulfil that vital role.

[Baroness Butler-Sloss]

My Lords, I support, first, the amendments tabled by the noble Lord, Lord Low. It is important that special needs are recognised. I also support the amendment of the noble Lord, Lord Northbourne. I have been a governor of a girls’ school and am now a governor of a boys’ school. As a governor of the school to which my daughter went, I was not actually asked to take on the role until she had left. That seems to be the ideal situation because you then have a parent with a real interest in the school but without the rather special interest which is local and time-limited. To have a predominance of parent governors while their own children are in the school would be a retrograde step, so I strongly support the amendment of the noble Lord, Lord Northbourne.

[The Earl of Listowel]

My Lords, I also support my noble friend Lord Northbourne’s amendment. I emphasise that there is much to do. Some children need smaller schools and special teachers to work with them, but others do not, even though they may face serious challenges at home. Good support can be offered in schools to include these children to the benefit of all. I give one example: the charity Voluntary Reading Help, which works in over 1,000 schools. It recruits volunteers to work for one or two lunch hours a week with particularly difficult or challenging children. I have seen for myself in a primary school nearby how the volunteer will sit down and read with a child for half an hour and then play a little game. The child chooses the book and they enjoy their time together. A significant number of these volunteers are men, which is particularly valuable given that we have so many young boys growing up without fathers. These are important relationships that can be built up over the course of a year, which is the minimum commitment. This is the sort of thing that helps to include children who might otherwise be challenging. It is important to consider who should make up the governing body and what its function is. It should take a strategic view and be able to adopt sensible approaches like the one I have outlined.

I was encouraged when Nick Clegg, the Deputy Prime Minister, said last week that he intended to recruit more men into early years childcare. I hope that he will also look at primary schools and how initiatives like Voluntary Reading Help might be developed. The charity is keen to expand in order to be able to help more children.