Birmingham Schools

Baroness Hussein-Ece Excerpts

Monday 9th June 2014 Lords Chamber

[Lord Nash]

Of course, the noble Lord is extremely experienced in these matters and I bow to his much greater experience of them than mine, but there is no dysfunctionality between the departments. We are working extremely well across departments and across all agencies on this matter.

[Baroness Hussein-Ece (LD)]

My Lords—

[Baroness Neville-Rolfe (Con)]

My Lords—

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[Lord Pearson of Rannoch]

My Lords—

[Baroness Hussein-Ece]

My Lords—

[Lord Ahmad of Wimbledon]

My Lords, we have time. Perhaps we could hear from the noble Baroness, Lady Morris, who has been trying to get in, and then come to the noble Lord, Lord Pearson, and then to the Liberal Democrats.

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[Baroness Symons of Vernham Dean (Lab)]

My Lords—

[Baroness Hussein-Ece]

My Lords—

[Lord Pearson of Rannoch]

My Lords—

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[Lord Nash]

The parents, mostly Muslim, who have sent their children to these schools expect them to receive a secular education that prepares them for life in modern Britain and an education that opens doors rather than closes them, as the Secretary of State said. That is not what happened here. The al-Hijrah school is in the process of installing an IEB.

By one of those serendipitous moments, only yesterday I was told the story of a lady who was walking through an estate in south London, not far from here, when she was mugged. A young Muslim schoolgirl set about the mugger and saw him off, so the lady thanked her and they went on their way. Three days later, the lady met this young Muslim schoolgirl again and said, “You must be a hero in your school”, but she said, “No, I haven’t told anybody about this”. The lady then wrote to the school and told the head about it. To me, that is a wonderful example of the beauty of the Muslim faith and its belief in helping others, and in modesty.

[Baroness Hussein-Ece]

My Lords, as somebody from a Muslim background who was brought up with a secular education and is a believer in that, I do not believe in faith schools. We should not be rolling out far more faith schools but promoting children growing up by learning about all faiths and none—and sitting side by side, as the noble Lord, Lord Baker, said. However, I have been absolutely dismayed by the way that this has been handled. There has been a drip-drip of leaks, speculation and, as we heard, children in schools being smeared as though they are all somehow subject to extremism. As we have heard, there is obviously troubling information in what has been reported and that must be dealt with, but it concerns a minority of people. I have read reports from teachers on the ground in these schools and parents who want the best for their children through a good education and good GCSEs. When children are taking GCSEs in these schools, is this the time for this constant “Trojan horse” speculation? Given the political football created by the way it has been handled, does the Minister not agree that this is extremely damaging for those children who are just trying to do their GCSEs and are being targeted? They are afraid to go on buses wearing the school uniforms of some of these schools for fear of being singled out and called terrorists, bombers and extremists. Is this helpful?

[Lord Nash]

I agree entirely with the noble Baroness’s comments on the aims. As for the drip-drip, people sometimes refer to the slowness with which some of these Ofsted reports have officially come into the public domain, but it is important in these cases that we give the schools time to respond and that Ofsted can therefore check its facts. However, as far as the timing of this is concerned, we had to act and we have done so.

Education: Black British Students

Baroness Hussein-Ece Excerpts

Tuesday 8th April 2014 Lords Chamber

[Lord Nash]

Our apprenticeships programme is very much aimed at this. We have also reformed vocational qualifications. In the past, too many of these qualifications had no real job value but were overpromoted in equivalence tables. Alison Wolf did a study on this, and we have dramatically reduced the number of equivalent vocational qualifications that count, which will be of much more value to all pupils and I think will particularly help black pupils.

[Baroness Hussein-Ece (LD)]

My Lords, is the Minister aware that a recent study by the Institute of Education found that one of the major concerns of black parents was that teachers generally predetermined the kind of pupils—

[Noble Lords]

Reading!

[A noble Lord]

So was the noble Baroness, Lady Lawrence.

[Baroness Hussein-Ece]

—who were capable of academic success, that some teachers had lower expectations of black and minority ethnic students and that black pupils were more likely to be entered for lower-tier exams, meaning that these students were able to achieve only a C or D grade as a maximum?

[Lord Nash]

As I say, I would like to think that this was a thing of the past. However, in order to improve teaching leaders—

Schools: Bad Behaviour

Baroness Hussein-Ece Excerpts

Tuesday 25th March 2014 Lords Chamber

[Lord Nash]

As the noble Baroness knows, we feel that strong PSHE teaching is at the core of all schools—we just do not think that we should legislate specifically for it, as we have discussed on many occasions in this House. We feel we should leave head teachers to adapt the particular pastoral care that they have in their schools. However, we have commissioned the PSHE Association to produce a series of case studies, and Ofsted also has produced a range of key characteristics. We are also establishing a PSHE expert group chaired by Joe Hayman, chief executive of the PSHE Association, to ensure that teachers have the support and resources to deliver high-quality PSHE teaching.

[Baroness Hussein-Ece (LD)]

My Lords, what progress is being made in the historic overrepresentation of boys from African-Caribbean communities who are excluded?

[Lord Nash]

Exclusion rates are very low across the piece. Certainly most academy groups that I know are very anti-exclusion. We have no evidence that any one group is particularly focused upon. All pupils have the same regime attached to them and exclusion should be a last resort.

School Pupils: English Speakers

Baroness Hussein-Ece Excerpts

Monday 3rd March 2014 Lords Chamber

[Lord Nash]

The noble Baroness is quite right. In fact, pupils with EAL progress very well and have higher EBacc scores. Indeed, sadly, it is many white, working-class British boys with English as a first language who do particularly badly. We recognise the importance of language skills, which is why we have introduced them as a compulsory measure into primary schools. Under this Government, the number of pupils doing languages at secondary school has risen substantially.

[Baroness Hussein-Ece (LD)]

My Lords, my noble friend will be aware that many children who begin school with little or no English go on to become successful students and have a very positive work ethic that they contribute to the school. But is he aware that there are successful schemes in some authorities whereby bilingual students are trained to provide additional support to young people and their parents who do not have English as a first language to adapt quickly to school life and to the English way of life?

[Lord Nash]

I am aware of what the noble Baroness said. These programmes are excellent and we encourage all schools to do the same.

Children: Racist and Islamophobic Bullying

Baroness Hussein-Ece Excerpts

Wednesday 29th January 2014 Lords Chamber

Asked by

[Baroness Hussein-Ece]

To ask Her Majesty’s Government what steps are being taken to address the reported increase in the number of children who contacted Childline in the last year complaining of racist and Islamophobic bullying.

[The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)]

My Lords, all schools must have a behaviour policy with measures to prevent all forms of bullying. Ofsted specifically considers how well schools tackle bullying and discrimination and we have strengthened teachers’ powers to discipline pupils for poor behaviour including bullying. We are also providing £4 million to four anti-bullying organisations to tackle bullying in schools. The new curriculum also offers opportunities to address some of the underlying causes of bullying, including racist bullying, through developing greater understanding and tolerance.

[Baroness Hussein-Ece (LD)]

I thank my noble friend for that reply. Is he aware that ChildLine reported a 69% increase in this form of bullying in the past year alone, where students were forced to go to ChildLine rather than go to their school to have this matter addressed? Is he aware that ChildLine further said that it links this specifically to the intemperate language being used around immigration and with Muslim children being called “bombers” and “terrorists”? Will this be specifically taken up and systems put in place so that teachers can deal with it at source rather than children having to go to ChildLine?

[Lord Nash]

My Lords, every school must have a policy and systems in place and bullying in school at any time is completely unacceptable. The Government are funding Show Racism the Red Card until the end of March to deliver workshops to 10,000 young people in schools. Of course I entirely agree with my noble friend that all of us in public life have a duty to behave responsibly and set positive examples.

Education: Academy Chains

Baroness Hussein-Ece Excerpts

Wednesday 15th January 2014 Lords Chamber

[Lord Nash]

I agree entirely with the noble Lord. Many schools that are highly successful are not academies. The noble Baroness, Lady Jones, recently took me to visit Morpeth School in Tower Hamlets, which is an excellent example of a non-academy, highly successful school.

[Baroness Hussein-Ece (LD)]

Who are some of these academy chains responsible or accountable to? For example, the Academies Enterprise Trust has grown to the size of a local authority. At least local authorities are accountable to the electorate. Who is AET accountable to when it has more than 60 company directors on more than £60,000 a year?

[Lord Nash]

All academy chains have a rigid financial reporting system. They have to publish their accounts and are actively and rigorously monitored by my department. I assure the noble Baroness that we keep a keen eye on all the academy chains.

Schools: Homophobic Bullying

Baroness Hussein-Ece Excerpts

Thursday 14th July 2011 Lords Chamber

[Lord Tebbit]

My Lords—

[Baroness Hussein-Ece]

My Lords—

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[Lord Hill of Oareford]

The objective of the Bill, as in a number of areas, is to try to have a proportionate approach to inspection that is backed up by safeguards. I recognise that schools in an outstanding category can fall out of it, which is why Ofsted will have powers to carry on not only thematic assessments but risk assessments. Any member of the public or local authorities who have concerns of the sort that the noble Lord raises will be able to go to Ofsted and ask for an inspection.

[Baroness Hussein-Ece]

My Lords, a few years ago when I was a councillor, I chaired a scrutiny review into the wider issue of bullying. We found that where there is evidence of homophobic bullying, there is often a wider issue in the social environment of the school of bullying in general against children with disabilities and other issues. Does the Minister agree that schools should use organisations such as Beatbullying to combat cyberbullying on Facebook and that sort of thing, which is now very widespread and insidious? Does he also agree that we need greater consistency in standards in schools, including in state-funded faith schools where this is often a difficult subject, and of course academies?

[Lord Hill of Oareford]

I agree very much that specialist organisations of the sort to which my noble friend refers can play an important part. I also agree about the dangers to children—and, indeed, to staff—of cyberbullying, which is a growing problem. That is one of the reasons why the Government are proposing measures in the Education Bill to tackle that problem. On faith schools, my note of slight caution to my noble friend is that one has to be very careful in making generalisations about whole categories of school. Nearly one-third of the schools in our country are faith schools. Many of them have outstanding records on behaviour, discipline and their work in promoting community cohesion. However, I agree with my noble friend’s underlying point that one needs as much outside help as one can to tackle these problems thoroughly and consistently.