Employment Rights Bill

Debate between Baroness Coffey and Baroness Barran

Committee stage
Thursday 5th June 2025 Lords Chamber

[Baroness Barran (Con)]

My Lords, I will speak to Amendments 151, 174 and 180, which are in my name. These amendments would address one of the most crucial challenges in our education system: how we value, support and compensate more than half the school workforce—the non-teaching staff. These teaching assistants, business managers, IT technicians, cleaners and catering staff form the backbone of every successful school.

While the Government’s intention to establish a school support staff negotiating body demonstrates a genuine commitment to these vital employees, and indeed fulfils a manifesto pledge, I am really concerned that the proposals as drafted are unworkable, expensive and time-consuming. They will add to the complexity and workload of every single school, not just academies. Individual maintained schools will often not be aware that the pay structure in their local authority is different from that in a neighbouring one. My amendments focus on academy schools, but the thrust of my argument to the Government is to think again because of the impact on every single school.

Amendment 151 seeks to mitigate potential damage by limiting the SSSNB’s powers to creating a framework that academies must consider regarding remuneration, terms and conditions, training, career progression and related matters. I believe that these flexibilities should extend to maintained schools. Amendment 174 would require the Government to produce before introducing these changes an impact assessment of the cost to the whole education sector, both academies and maintained schools. Amendment 180 would require annual reports of the SSSNB to include an assessment of the increased costs to the sector of any pay and conditions agreements.

It is important that we are clear what we mean by support staff. Support staff are not a homogenous group but an extraordinarily diverse workforce spanning many different roles, skill levels and contexts. Teaching assistants, while crucial, comprise less than half of all support staff. The remainder includes roles ranging from pastoral care to facilities managers, finance assistants, network administrators and school receptionists.

A small maintained primary school might employ a part-time administrative assistant handling multiple responsibilities, while a large multi-academy trust might maintain specialised finance teams, HR professionals and IT specialists serving multiple schools across a region. This diversity is intentional and beneficial. Schools and trusts have developed different approaches to organising their support functions because they face varying challenges. They serve distinct communities and operate at very different scales. What serves a 100-pupil rural primary school will not suit a 2,000-pupil secondary academy. What works for a stand-alone school will not fit a trust operating across multiple regions. Any national framework that fails to acknowledge this reality risks becoming either too vague to be useful or too rigid to serve communities effectively.

I am not trying to suggest that the status quo is perfect. The current National Joint Council arrangements have significant weaknesses in their application to schools, leading some local authorities such as those in the so-called London fringe to opt out of the Green Book terms and conditions entirely.

First, the NJC terms and conditions were designed for general local government workers—from refuse collectors to office administrators—but they barely address schools’ specific working environments and unique demands. Secondly, there is insufficient co-ordination between teacher and support staff pay negotiations. These separate processes often reach conflicting conclusions about affordability and appropriate pay increases. Did the Minister consider expanding the remit of the STRB to include support staff? Thirdly, the Department for Education has minimal influence over support staff pay decisions, and school affordability is not factored into NJC decision-making. Consequently, when resources are limited, teachers’ pay becomes the residual after other decisions are made, which is clearly an extraordinary outcome.

The current legislative approach is fundamentally flawed. Mandating a single detailed set of terms and conditions for all support staff will create more problems than it solves and certainly will not address the challenges schools face with recruitment and retention. First, it is essentially impossible to have a national set of pay scales for this very wide range of roles, given the vast variation in how schools and trusts organise their functions and their work. Consider this example: how can one write a generic job description for a finance assistant that serves both a small primary school’s sole financial administrator and a large trust’s specialist management accountant? Although sharing a title, these roles require entirely different skills, qualifications and responsibilities. What schools do for themselves, and what is done by the local authority or trust’s central team, varies hugely across the country. How many people there are to run finance or technology in a school, and therefore their seniority and skill, depends on the size of the school and on its legal status.

Secondly, at present, under the NJC each local authority sets its own grading structure. Even if you could find a role which was commonly defined across the country, you would find that it was graded and paid somewhat differently in different areas. The SSSNB would be expected to override these 150 grading structures and produce one national one. This would inevitably entail paying some people more, at potentially substantial cost in some areas, or paying some people less. I would argue that neither outcome is palatable.

Furthermore, much of this variation is driven by local labour markets. Some areas have to pay more than others to get decent IT skills, for example. It would be extraordinary to require schools in Cambridge to pay the same for IT skills as other schools if it meant that they could not get the skilled people they needed or that other schools had to pay significantly more than they do now.

I have heard Ministers suggest that their aim is to create a pay floor, not a ceiling, but that does not change the fundamental problem. It represents a full pay negotiation beyond NJC agreements, and therefore an effective national grading structure in which roles are mapped to a national spine in a consistent way across the country, rather than the more than 150 ways that currently exist. The task of trying to do that could begin only after considering every local variation. The floor points negotiation faces another challenge: employers cannot afford floors above current pay rates, plus cost of living adjustments, and understandably unions will not accept anything lower, even as a minimum. Given that the same role currently receives different pay across local authorities within the NJC, achieving both goals everywhere is impossible.

I hope the Minister acknowledges that this will create complications for local authorities, as their grading structures will likely not align with nationally mandated school support staff pay scales. Must authorities alter their grading structures to match the national framework, or will they apply it only to schools, or neither? Every possible answer creates serious problems of complexity and comparability within individual local authorities.

Most concerningly, this fiendishly complicated approach addresses non-existent problems. Despite repeated allegations of academies cutting and poaching support staff, sector colleagues can find no evidence of this. I find it hard to imagine that any rational person would take a cut in their salary to be poached. In fact, academies that have departed from standard terms and conditions have done so to enhance pay and improve conditions and career prospects, not to reduce them. Claims that support staff lack clear contractual terms are just not correct. Like teachers, they have specific contracts, often referencing established national or local frameworks. Contractual arrangements are not the issue.

Our school support staff deserve recognition, proper pay, good working conditions and career development opportunities. Above all, they need a policy framework that serves them and their schools effectively. We can build this through pragmatic reform, building on existing strengths, addressing real weaknesses, and respecting the diversity and complexity of modern school organisations. However, we cannot achieve meaningful improvement through legislation that ignores schools’ practical operations and imposes uniformity where variety better serves everyone. My amendments seek to make some progress towards this goal. I strongly urge the Minister to reconsider the Government’s approach. I beg to move.

[Baroness Coffey (Con)]

My Lords, I will speak to the amendment in my name, but first I fully endorse what my noble friend Lady Barran has said. It is worth the Government reflecting on her direct experience of this before Report.

My amendment is quite simple. It is about the practice and conventions behind whatever we get into primary legislation. Candidly, I object to the naming of an organisation that is not a regulator in this country as needing to be consulted by the Secretary of State. The Secretary of State can consult anybody they like when considering making regulations. I do not see why the TUC should be named in primary legislation. That is the reason for my amendment. This is poor legislation and adds nothing to the Bill.