Schools Bill [HL]

Lord Bishop of Oxford Excerpts

2nd reading & Lords Hansard - Part one
Monday 23rd May 2022 Lords Chamber

[The Lord Bishop of Oxford]

My Lords, there is much to welcome in the new Bill, as my colleague the right reverend Prelate the Bishop of Durham and other noble Lords have indicated. In particular, it is good to know the Government’s direction of travel on academisation and the continued emphasis on raising standards. I support the comments made by other noble Lords on the need properly to resource our schools, particularly in the aftermath of the pandemic, to safeguard the morale of heads, governors and teachers and to pay much greater attention to mental health provision.

It is vital as well to continue to build on secure partnerships across the statutory, voluntary, church and faiths sector. The education of our children has never been the sole responsibility of central government—it is the responsibility of all. These vital partnerships have flourished for many decades to the mutual benefit of all and the common good. It is very good to note the Government’s intention to safeguard those partnerships into the future through the Bill and the process of academisation which will follow. One of the tests of the Bill will be the strengthening of social capital and intermediate institutions.

The Diocese of Oxford where I serve has 284 Church schools and shares in the education of over 50,000 children. We have sponsored and developed two highly effective multi-academy trusts of our own, and we are active partners in a further 18 MATs across the three counties. Over the last decade, our role in education has steadily expanded, and we stand ready to play our part in the academisation programme over the next decade. Some of our schools are large, but many serve small rural communities and are cherished as a vital part of the educational provision across the three counties.

There will be particular challenges in the pace of academisation, which will be needed to meet the Government’s targets, and I very much hope that the Minister will be able to give assurances in her closing remarks about the vital importance of small rural schools to their communities and about the proper resourcing of what will be very significant and rapid change for them. It would be helpful to have greater clarity on what will govern or limit the size of MATs in future. Will it be the number of schools, which may each be small, or the numbers of pupils cumulatively?

I have found in discussion with our senior school leaders that there is some ambiguity in the Bill around Clauses 19 and 20, and the requirements to make regulation about governance. We note the Government’s assurance to protect governance in MATs, where the majority of schools were formerly church schools of any type, whether VA or VC. However, Clauses 19 and 20 can be read as making a distinction between VA and VC schools and as giving assurance of majority church governance only in those MATs where more than 50% of schools are VA. It would be helpful to have the Minister’s assurance of intention here and an undertaking to clarify this point in Committee.

Finally, the Bill makes provision for local authorities to apply for academy trust orders for all their schools. May I ask the Minister for guidance on the ways in which the Department for Education will ensure that there are no perceived or actual conflicts of interest or preferment between these local authorities spin-off MATs and other multi-academy trusts?

Skills and Post-16 Education Bill [HL]

Lord Bishop of Oxford Excerpts

Report stage
Tuesday 12th October 2021 Lords Chamber

[Lord Lucas (Con)]

My Lords, I will pick up where I left off on Amendment 11 and also speak to my Amendment 20. I welcome my noble friend to the Front Bench. There was a period when she was my Whip; she probably thought that she had finally escaped having to deal with me, but now she is back, front and centre of my interests.

I apologise that my first action will be to vote with the noble Lord, Lord Watson, if he pushes his amendment. Like him, I absolutely support the objectives of the Bill, but I will vote with him because I am really unhappy and unclear about it in its current state. I want us to be able to continue this conversation as the Bill winds its way through the Commons. As the noble Lord, Lord Watson, said, the key element of this discussion—the local skills improvement plan trailblazers document—arrived today, at least for me, and I have not managed to look at it properly. There is a lot there that needs attention.

I thoroughly support the idea of local employer involvement in skills provision. For a long time, local employers have complained to me that their local colleges and other providers are not doing the courses they need: the engineering kit that the FE college has is 20 years out of date, and graduates have to be completely retrained if they enter engineering; the building courses do not align with the methods used at the moment; nothing is available for the local foundry; and so on. The need for local employers to be involved in local skills provision is very clear to me.

However, to get successful employer engagement you need both status and longevity. You are asking employers to get senior, good and effective members of staff to spend time on collaborative bodies and arriving at results. They need to do that over a period of years to build up relationships and understanding with each other, among the employer community as much as with education providers. That takes time and an attitude to these bodies that is not, “Oh, we’ve had this for five years—let’s throw it out of the window and start again”. Starting again takes you back to zero.

If I have understood the document right, the trailblazers will exist only for a year or two. Why will any sensible employer spend time trying to make something right when it will be torn up after two or three years? There will be a few, but there will not be the comprehensive effort that would be made if the Government gave themselves a bit more time and, when they know what they want to do, set out to provide employers with something that has a hope of lasting 10 or 20 years.

We have a new ministry for levelling up, which gives it an opportunity to make a decision about what is happening to local enterprise partnerships. These are a source of relationships, understanding and established ways of doing things which might well be drawn on to make a success of local skills improvement plans, but they appear to be ignored entirely. Why? Let us have some coherence in this across government. This is already at least the second way in which the Department for Education is proposing to consult employers; it already has a reasonably well-established network in IfATE, but it does not appear to be tying that in at all to what is happening with local skills improvement plans. There are also networks based in BEIS and in the Department for Work and Pensions. There needs to be more thought and coherence before we set out on this, so that we can really make a success of the idea.

If I read this document right, there is a budget of £4 million for the seven trailblazers, so that is about half a million quid each. In our local area, this is the whole of Sussex, and because of the way Sussex has evolved, the Sussex Chamber of Commerce knows very little about what happens down at the town level. There is almost no relationship between the Sussex chamber and Eastbourne; Eastbourne is dealt with by the Eastbourne Chamber of Commerce. There is also very little relationship between the Sussex Chamber of Commerce and that huge employer of people in Sussex: London. So you are asking this body to build from nothing a knowledge of the skills needs of a very large area—four or five million people’s worth, if you embrace the south of London—on a budget of half a million quid. It is a comfort to the noble Lord, Lord Adonis, that there is no possible way they will have money to pay consultants; they will be really pushed to do this on a few local people. It does not seem to be a recipe for success.

To pick a quote from the document, these partnerships are supposed to look at

“opportunities created by emerging technologies, cleaner growth and new global markets.”

How can you do that based in Sussex, for goodness’ sake? You are not exactly at the middle of any of these industries. Where is the source of knowledge and information to enable them to do that? That sort of thing requires national co-ordination and there is no sign in this plan of how that national understanding will develop.

As the noble Lord, Lord Bird, said, you need an organisation which is looking ahead; ideally, 10 years ahead—though it is getting pretty speculative—but certainly five years. If you talk, as I do, to the jobs board providers, they will say, by and large, that employers look at what they want today and, if you push them hard, they will look a year or so ahead. Local employers do not have that understanding of where their whole industry is going; they have to deal with the problems of today. You need to build in something which is looking further ahead, and there is no reason to try to do that locally. Also, there is a lot of commonality between local problems: the problems we face in Sussex will be replicated in East Anglia, the north-east and elsewhere, one way or another. We do not want to have to create individual, from-the-ground-up solutions to each of these problems; we want to have a mechanism for sharing the problems and approaches and putting the best solutions forward, rather than just creating new things locally. Again, I do not see a sign of that in the Bill.

The system of careers advice for children at school set up by this Government in the Careers and Enterprise Company, of which I have a high opinion, is based on their relationship with local enterprise partnerships. What is proposed under this new system to enable them to continue the rollout of local career hubs? Again, I do not see anything. Where in this structure do we encounter the interests of students? Somewhere in Eastbourne is the engineer that the noble Lord, Lord Ravensdale, wants. Under the LSIP, as described here, the only training available for us will be for hoteliers—that is the main business in Eastbourne. There is no engineering contractor, let alone a nuclear industry. There is not much IT at the moment; there is no obvious source of green growth jobs within our patch. Where is this understanding to come from? Why should our children be restricted in their opportunities to what happens to be available in Sussex? An awful lot of people who live in Sussex work in London. How is the source of demand and need to be factored into the local skills improvement plan in Sussex?

I hope that when the Bill comes back to us from the Commons we will end up with a nationally coherent, long-living system of involving local employers and other sources of information in producing a structure of training that works for local people and local industries. What the noble Lord, Lord Watson, suggests is the right way to do it. As for Boris—if I am allowed that shorthand for my right honourable friend the Prime Minister—he was talking about that last time I read one of his speeches regarding raising the leaders of counties to the same status as local mayors and giving them the same sort of powers and ambit. We will see how that direction works out but at least the understanding is there. A lot of support is available at county level, including a lot of knowledge, skills and people in the workforce, which would really support an enterprise like a local skills improvement partnership. If the two aspects are embedded together, they are likely to work together and benefit from each other. In terms of sending a message to our colleagues in the Commons, the amendment of the noble Lord, Lord Watson, does that pretty well.

[The Lord Bishop of Oxford]

My Lords, I shall speak to Amendments 13, 16 and 19, tabled by the right reverend Prelate the Bishop of Durham, who is unable to be present because of his other engagements. Along with others, I welcome the Minister to her new role and join others in offering appreciation to her predecessor, the noble Baroness, Lady Berridge. I should also say, as a member of your Lordships’ Select Committee on the Environment and Climate Change, how much I welcome government Amendment 6, and I add my support to Amendment 64.

The context of my remarks is a general welcome for the Bill and recognition of its role in helping to meet the Government’s ambition on FE and skills. However, there is almost no specific reference to SEND provision in the Bill, despite the significant role that FE plays in provision for students with additional needs or disabilities. Noble Lords will know that around 202,000 students have special educational needs in further education, of whom 90% attend general FE colleges and make up almost one in six of all enrolments. Within those, almost a quarter of students are aged 16 to 18. In contrast to the school sector, there is a small number of specialist institutions. That situation makes a profound difference to the scale and range of support needed in general FE and sixth-form colleges.

During Second Reading, the Minister gave assurances that the overall legislative framework, notably the Equality Act and the Special Educational Needs and Disability Act, provided sufficiently rigorous safeguards for ensuring that the needs of SEN students were met. It was also most helpful to see the updated policy note and to hear the further assurances from the noble Baronesses, Lady Chisholm and Lady Barran, at their meeting with my right reverend friend the Bishop of Durham last week. The Government’s high aspirations for students with learning needs and disabilities is clear, and we warmly welcome that ambition.

However, the evidence from the Special Educational Consortium and Natspec, which are key voices promoting the rights of disabled children and young people, those with special educational needs and specialist further education, is that far more explicit duties should be incorporated into the Bill to ensure that high ambitions and good intentions are subsequently consistently turned into effective action.

Relationships Education, Relationships and Sex Education, and Health Education

Lord Bishop of Oxford Excerpts

Monday 25th February 2019 Lords Chamber

[Lord Agnew of Oulton]

I reassure the noble Baroness that we are absolutely firm on steering the middle course that we have tried to achieve over this long period to get to this point. As she will know, the call for evidence generated some 23,000 responses; the response to the consultation generated another 11,000. On top of that, we had two petitions, with 29,000 names in combination. We have tried to steer a way through this and we believe that we have come up with a process that keeps the vast majority of parents happy and comfortable that we are doing this in the right way, but, as I said to the noble Lord, Lord Addington, we will keep this under review because we are in a fast-changing world, particularly online.

[The Lord Bishop of Oxford]

My Lords, I thank the Minister for the repetition of the Statement and for the guidelines. The Church of England’s chief education officer has in particular welcomed the stronger impetus on teaching faith perspectives relevant to people of all faiths and none, irrespective of the kind of school that they attend, which is key to combating religious prejudice.

I underline the concerns raised by noble Lords about resourcing. The Minister will be even more aware than I am—as Bishop of a diocese where there are some 283 church schools—of the pressure on budgets for head teachers and the stress that creates. I am very encouraged by the Minister’s comments that this will continue to be scrutinised.

I particularly welcome the emphasis in the document on mental health and on good education for an online world. Would the Minister like to comment on the interface between these very good guidelines on ensuring good teaching on this in primary and secondary education and the forthcoming online harms White Paper? Clearly, there needs to be dovetailing between good policy on education and good regulation to ensure that the environment in which our children and young people are growing up is adequately regulated and supervised.

[Lord Agnew of Oulton]

The right reverend Prelate is absolutely correct to mention the whole issue of online safety and the regulation that I hope will curb some of the excesses we have seen over the last 10 years. One of the things we amended in the period between laying the original guidance and the consultation was to put more emphasis on encouraging children to have much more self-discipline and self-restraint in their use of the online world. It is a matter of great concern to me that teenagers are spending four or more hours a day in this medium, which cannot be healthy. All these things will need to be brought together. My friend, Minister Zahawi, recently established an online safety working group, made up of online safety and education experts, to help advise the department on future iterations of Keeping Children Safe in Education. Indeed, that could be strengthened to support schools if needed.

Education and Society

Lord Bishop of Oxford Excerpts

Friday 8th December 2017 Lords Chamber

[The Lord Bishop of Oxford]

My Lords, like other speakers, I am grateful to the most reverend Primate the Archbishop of Canterbury for his leadership in this debate and in much else.

I speak this afternoon from three perspectives: as the bishop of a diocese with more than 280 church schools, both primary and secondary, and that number is rising; as a member of your Lordships’ Select Committee on artificial intelligence, which has been a fascinating enterprise; and as a grandfather with three, as yet unsuspecting, grandsons who will enter the education system in the next year or so. The eldest is two and a half and the youngest is just three months. Those grandsons will grow up in a different world. They will probably never drive or own cars; they will interact with screens and machines from an early age, something which is already happening; they will need to know how to set boundaries around their online lives; and their working life and their leisure will be more different from mine than my own is from my grandfather’s.

As the noble Lords, Lord Baker and Lord Puttnam, said, the most reliable estimates indicate that between 20% and 40% of current jobs will simply no longer exist when those children leave school, disproportionately affecting current areas of deprivation. The life script of education followed by work followed by retirement, which has applied since Victorian times, simply will not apply any longer. Their school years are therefore essential, beginning next year, to helping them to prepare to live purposeful and productive lives not confined to paid employment and in the formation of their character and values in a digital world, as well as laying the groundwork for lifelong education and learning.

As the most reverend Primate and others have said, we are living through an unprecedented digital revolution, which will impact heavily. It will have extraordinary implications for the range of skills that today’s children and young people will require in every aspect of their lives. It is essential to set an ethical digital education at the very heart of the curriculum for the future. Knowledge and skills will not be enough—we are only beginning to glimpse the shifts required.

There has been a major reboot in the teaching of computer sciences in schools just in the last three years, which is wholly welcome but clearly just the beginning. I spoke with local secondary school teachers and a university head of department yesterday. They all believe that this is a real success story: the curriculum is more engaging and problem centred; the aspirations are higher; and there are many pockets of excellence, including, I am glad to say, in my own diocese.

However, the recent Royal Society report on completing education in schools, published just a few weeks ago, reveals that we have only just begun to set things right. Computing education, we read, is patchy and fragile. Its future development and sustainability depend on swift and co-ordinated action by Governments, industry and non-profit organisations. The Royal Society reports that a majority of teachers are teaching an unfamiliar subject without adequate support and upskilling. Teacher training and recruitment are uneven and behind their targets. I agree with the noble Lord, Lord Baker, about extending ethical computer and digital education to 16 at least, and with the noble Lord, Lord Rees, on the need to retain breadth all the way through our school and university system. I can still remember having to choose, aged 16, between mathematics and Greek for an A-level subject.

In the recent Budget, the Government indicated that major investment in the teaching of digital skills and computer science will be forthcoming. It is very considerable: £406 million for maths and technical education; £84 million to train 8,000 computer science teachers, trebling their number by the end of this Parliament; and a new centre for computing education. The Government’s new industrial strategy identifies four grand challenges, of which the first is to put the UK at the forefront of artificial intelligence and the data revolution. Education and skills are vital in meeting this goal. But this digital education must be set clearly in the context of ethics and values, and the ethics and values we are commending today must be at the heart of our digital education. The scope of PSHE must include the digital challenges children and young people are facing: how to set boundaries to preserve your identity; how to recognise signs of addiction; how to behave with wisdom in a digital world, as the noble Baroness, Lady Fall, reminded us; how to build human relationships alongside followers; and how to develop the inner force to counter, as the noble Lords, Lord Giddens and Lord Cormack, said, the very dark side of the digital world.

I ask the Minister to comment on the following three questions. What plans do the Government have for the teaching of ethics as part of the computer science curriculum in an integrated way? What plans do they have for the integration of digital questions into the broader character and values education offered in our schools? Have they given consideration to a Cabinet-level post of a Minister for digital development to offer leadership across government in such a critical sector? Such is the scale of the change required.

A Manifesto to Strengthen Families

Lord Bishop of Oxford Excerpts

Thursday 2nd November 2017 Lords Chamber

[The Lord Bishop of Oxford]

My Lords, I warmly welcome the report and I congratulate the noble Lord, Lord Farmer, and others involved. I find myself liking it more each time I read it. Its very modesty is its virtue, for a small number of strategic changes can make an immense difference. I speak from a background of nine years as a vicar in outer estate parishes in Halifax, in very poor communities, and seven years before my previous appointment as Bishop of Sheffield serving again some of the most impoverished regions in the country.

I will make two points. First, I wholeheartedly commend the vision of a government focus on supporting families. The default in our culture, and across a range of government departments, is a progressively greater focus on individuals in law and public policy. Yet we all exist as part of diverse families and networks of relationships—a fundamental insight of the Christian tradition. Such families are the cornerstone of our well-being and the common good. The proposals in section A of the report offer a necessary countercultural counterweight at the very heart of government that pays attention to this reality in the deep fabric of our lives. The proposals are more radical than they sound on first reading. Let us do them.

Secondly, I applaud hugely the report’s encouragement to work with voluntary and private sector partners. The task of supporting families is much too important to be left to government, national or local. However, government’s role is vital in setting vision and standards, as a convenor and broker. The charity PACT—Parents and Children Together—was founded by the Diocese of Oxford in 1911. PACT exists to build and strengthen families. Last year, as part of PACT’s work, we placed 87 adopted children in families and approved 49 families to adopt, as well as much other good work. Each extra family approved to adopt adds over £1.1 million in value to society.

Two years ago, Oxfordshire County Council had to cut its funding to its 43 children’s centres. All but eight of them were in danger, which would have been an immense loss to local communities. The council chose to work with the Churches and the voluntary sector. Correspondingly, there has been a tremendous response. Thanks to the power of “working with”, 38 of those centres will remain open under voluntary, Church and charitable leadership. Funding to these ventures is modest, but it needs to be consistent. As was said earlier, the staccato cycle of new funding followed by funding cuts and new initiatives starting then ending prematurely halts improving outcomes for the very families we seek to support.

I welcome the report wholeheartedly. The new focus, the “working with”, the modesty and the chance for a new beginning are vital. I hope sincerely that the Government will find the courage to take this manifesto forward.

Higher Education and Research Bill

Lord Bishop of Oxford Excerpts

Report: 2nd sitting (Hansard): House of Lords
Wednesday 8th March 2017 Lords Chamber

[The Lord Bishop of Oxford]

My Lords, my right reverend friend the Bishop of Winchester is unable to be in his place this evening, but I bring before your Lordships his Amendment 119A. I am grateful to the Minister for the constructive discussions we have had with him and his officials, and for co-sponsoring this amendment.

One of the features of the rich diversity of higher education provision is the power exercised by the Archbishop of Canterbury to confer degrees under the Ecclesiastical Licences Act 1533. It may help your Lordships to briefly recapitulate the background to this power. Lambeth degrees, as they are often colloquially termed, are now issued in one of two distinct ways.

The first of these is following examination or thesis under the direction of the Archbishop’s Examination in Theology, usually referred to as the AET. Since 2007, the AET has been offered as an MPhil research degree with the opportunity to extend to a PhD. This provision is already registered with HEFCE, and students following these programmes have access to the Office of the Independent Adjudicator, while the standards which apply are those which accord with the requirements of the QAA.

Archbishop Justin, the most reverend Primate the Archbishop of Canterbury, places great emphasis on the rigour of the AET, and he is not alone in his belief that the course makes a valuable contribution to theological research. It enables those who may not otherwise be able to study for an English degree in any other way to do so. In particular, it opens up such opportunities to students across the Anglican Communion and makes a significant contribution to the development of further and higher education when those students return home.

The second route is the awarding of higher degrees—they are not always doctorates—in a range of disciplines to those who have served the Church in a particularly distinguished way and for whom an academic award would be particularly appropriate. Indeed, Members of your Lordships’ House have received such degrees, among them the noble Lord, Lord Sacks.

Although this is perhaps a less familiar part of the higher education landscape than some your Lordships have been considering, it is by no means merely a historical curiosity. These powers have been in active use ever since the passage of the 1533 Act and were recognised following the Education Reform Act 1988, by means of the inclusion of the Archbishop of Canterbury in the list of approved degree-awarding bodies in the relevant statutory instrument. Should your Lordships be eager for the reference, it is the Education (Recognised Bodies) Order 1988, No. 2036. These powers were left unaltered by the Further and Higher Education Act 1992.

The amendment ensures two things. First, it ensures that the Archbishop’s degree-awarding powers are appropriately safeguarded, both for those degrees conferred as a result of the submission of a thesis or the successful sitting of an examination or other form of academic assessment, and for degrees conferred on those who warrant an academic award for their scholarly or intellectual contribution to the work of the Church or to the place of faith in society. Secondly, the amendment properly brings within the new regulatory framework those awards—via the AET—which will now fall under the oversight of the Office for Students.

[Lord Stevenson of Balmacara]

My Lords, I briefly express our support, as shown by the fact that we have signed up to those amendments on revoking degree-awarding powers, introduced by the Minister. We had a good discussion of this in Committee, and it was an area of concern to many noble Lords. We had thought of tabling an amendment to try to pick up on a couple of areas that seemed unresolved. However, after discussion and reflection with both the Bill team and the Minister we were able to sign up to the group and we are therefore happy with what is now before us.

We are also pleased that the amendment in the name of the right reverend Prelate the Bishop of Winchester has been accepted by the Government. We have all had trouble when we have had to address right reverend Prelates in their place, and the idea that we also have to stumble over the words “holder of degree-awarding powers” when referring to the most reverend Primate the Archbishop of Canterbury is another thought that will make it even more difficult to engage with them in future. We are very pleased that the Archbishop has these powers and, since 1533, an unbroken record of awards of degrees that we will recognise in future through this legislative process.

There is only one question left in my mind. The Government have been very good in bringing forward Amendment 196, which records in the Act that no provision of the Bill may be used to revoke an institution’s royal charter—with the rather weasel words—“in its entirety”. It does not mean to say that the Government will not revoke parts of the royal charter. I do not expect a response today, but perhaps the Minister might write to us with some examples of how that power might be used in future. I ask the slightly deeper question: since we are now fully aware of the powers of the Privy Council—which seem to include the ability to go and get from Her Majesty the Queen in Council changes to any royal charter, including that of the BBC, without much publicity ever occurring—why on earth have the Government decided to put this forward in the Bill at all? I would be very interested to receive that answer. With that slight aside, I am happy to support the amendments.