Education Bill

Debate between Lord Ouseley and Baroness Garden of Frognal

Wednesday 20th July 2011 Grand Committee

[Baroness Garden of Frognal]

I apologise for interrupting the noble Lord. We are in rather strange circumstances. We have agreed to complete this important group of amendments but we need to finish by 4.30. Perhaps we could make our contributions as succinct as possible in order that the noble Baroness and I have a chance to wind up.

[Lord Ouseley]

Thank you very much. I acknowledge what the noble Baroness has said, and I am about to conclude. However, I have not made many interventions in Committee and I intend to speak as fully as I can while being as brief as I think is reasonable.

The protected characteristics under the Education Act 2000 provide us with a basis to enable some of the other amendments in this area to address this issue. The amendments will need to remain as explicit as they are here if we are to do justice to what we want to see achieved, through inspection reports, in addressing the range of educational needs across all different groups of children. It is particularly important that we include those characteristics and enable, as part of any follow up, the guidance that the chief inspector should have.

When we consider groups on the basis of race, it is easy enough for a report to be blunt in the way in which it states that it has dealt with the issue of race and ethnicity. However, if you look across the whole range, groups such as Traveller and Gypsy children are very often excluded when inspections are taking place and the report does not relate explicitly and specifically to those groups which are underachieving, and the quality of education that is being inspected in the school tends not to address those particular needs.

Bearing in mind the time factor, I conclude by asking the Minister to explain why, when looking at the range of needs, the sharp focus is restricted to only two categories. Why is not this comprehensive amendment—which enables a broadening of the categories while maintaining a sharp focus—an appropriate way forward?