Schools: Performance

Lord Hill of Oareford Excerpts

Tuesday 4th December 2012 Lords Chamber

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, overall the Ofsted annual report showed that the performance of schools has improved, with 70% of schools rated good or better compared with 64% five years ago. However, it also showed marked variations in performance between different local authorities with similar levels of deprivation. The department undertakes its own analysis of individual school performance alongside that of Ofsted. It uses this to identify schools which could benefit from academy status.

[Lord Bates]

I am grateful to my noble friend for that Answer and I share his concern about variations. Can he confirm that the report highlighted that in Barnsley, 20% of children attend good or outstanding schools, whereas in Wigan the figure is 95%? In the leafy borough of Merton in London, 45% attend good or outstanding schools, whereas in Tower Hamlets the figure is 78%. Does this not nail the myth that performance in schools has anything to do with levels of social deprivation? Will he move with all pace to do all he can to exercise the powers he already has to take schools that are failing our children from local authority control and give them academy status?

[Lord Hill of Oareford]

My noble friend is right to highlight some of the variations that the Ofsted report illustrates. We should all look at that. The conclusions he draws are the same that the chief inspector draws: that it is possible for outstanding schools in areas of deprivation to perform extremely well for their children. So far as the second point is concerned, if we can find an agreed way forward for a sponsored solution with local authorities in the cases of under-performance, that is the route we would prefer to go down. However, I can reassure him that in cases where that is not possible, we will use our powers of intervention.

[Baroness Sharp of Guildford]

Does the Minister not agree that the variations in school performance reflect the quality of school leadership, as much as anything else? Does he think that the Government are doing enough to encourage talented young teachers to go forward as school leaders at the moment?

[Lord Hill of Oareford]

I agree with my noble friend about the importance of school leadership, obviously. It is always the case that it is people who make the greatest difference. I would contend that the academy freedoms provide more space for those great leaders to exercise their professional judgment. So far as her important point about the provision of new leaders is concerned, I agree with her. We have extended the national leaders of education programme and the Teach First programme. We are extending the number of teaching schools. These are all important initiatives that should lead to an increase in the number of excellent school leaders to whom she rightly refers.

[Baroness Farrington of Ribbleton]

My Lords, will the Minister confirm publicly that the oft-used mantra of local authority control is no longer the case, and that local authorities have powers and duties but control is not among them? Given the full range of skills that young people need in their lives, is it not a disgrace to watch additional primary school places being provided in areas such as Pimlico, where they are not needed, and being built on sports areas which were used extensively by children and young people who cannot afford private sports clubs?

[Lord Hill of Oareford]

I have discussed the specific case that the noble Baroness raises before. I am not sure that the facts around primary school places and sports provision in London are quite as straightforward as she portrays. To take the general point, I feel very strongly that it is right that there should be more choice locally for parents who want outstanding primary school places. Whether or not there is a basic need problem, it is right that they should have that choice. So far as the free schools generally are concerned, most of that new primary provision is in areas of basic need. As regards the role of local authorities, they are discharging their responsibilities in different ways across the country. Clearly, the trend over a long period has been towards greater autonomy for schools, and that is something on which this Government are trying to build.

[Lord Quirk]

My Lords, should we be concerned not just with the variation between schools but between schools and young offender institutions and within young offender institutions, where this report shows that the skills and learning provision is both thin and patchy?

[Lord Hill of Oareford]

I agree with the noble Lord’s point. It is an area where more work needs to be done. I accept that the provision is patchy. As regards the variation between different kinds of provision, the more we can publish data which illustrate what the facts are, so that people can then draw their own conclusions on the action needed, it is a good and healthy development.

[Baroness Sharples]

Can my noble friend tell me what proportion of children going to school now have English as their second language?

[Lord Hill of Oareford]

I am afraid that I do not have those figures in my head but I will write to my noble friend and make sure that she has them.

[Lord Davies of Oldham]

My Lords, why does the Secretary of State constantly refer to Sweden as a model of good schools when the Economist Intelligence Unit in its recent survey of world performance ranked our schools in sixth place and Swedish schools in 21st?

[Lord Hill of Oareford]

My right honourable friend refers to a number of international examples of different kinds of system from which we can learn. However, the noble Lord will probably also know that alongside the Economist report to which he refers, which did, indeed, say what he says, there are a number of reports, including the PISA reports, which, sadly, do not yet show us in quite such a good light. The encouraging thing about the Ofsted report which I am keen to emphasise is that it points to a number of improvements over recent years, including under the previous Government, towards a more self-supporting system, the development of good new heads and stronger teachers, and that is something on which we are building.