Education and Adoption Bill (Ninth sitting)

Louise Haigh Excerpts

Tuesday 14th July 2015 Public Bill Committees

[Kevin Brennan]

The hon. Gentleman makes a reasonable point and, as I said, we are probing the Government’s thinking about this. We must not lose sight of the fact that it is equally important—if not sometimes more important, as my hon. Friend the Member for Birmingham, Selly Oak said—that provision is excellent for pupils in pupil referral units, pupils with special educational needs or disabilities and so on. We should have the same, if not more, passion about schools for them, as we do for schools in general. However it is achieved, it needs to be achieved—I think that we can probably agree on that.

Section 59 of the 2006 Act explicitly included all the types of school in amendment 77 in its definition of “maintained school”, and that definition is carried forward into this Bill. The draft regulations can be applied only to mainstream primary or secondary schools, however. The data used are obviously not applicable to either a nursery school or a 16-to-19 school, because they are based on key stage 2 and key stage 4 outcomes. Equally, the criteria are entirely inappropriate for special schools, where the same nationally set rates of progress cannot be expected. It is important that the legislation is explicit and accurate and that draft regulations cover the circumstances of all schools that are to be covered. Either the Bill or the regulations need to be changed, and we would be grateful if the Minister would clarify this matter.

[Louise Haigh (Sheffield, Heeley) (Lab)]

May I add my thanks for your excellent chairmanship during these proceedings, Sir Alan. I rise in support of amendment 66 in the name of my hon. Friends. On Second Reading, the Secretary of State outlined the intention that,

“No child should have to put up with receiving an education that is anything less than good”,

before going on to say that,

“The measures in the Bill are designed to speed up the process by which underperforming schools are transformed”.—[Official Report, 22 June 2015; Vol. 597, c. 638.]

Clause 1 specifies, however, that only a maintained school can fall under the proposed coasting regulations and, as we know, there is no provision whatever about transforming failing academies and failing academy chains, as my hon. Friend the Member for Cardiff West has already made clear. Indeed, under one of the measures of coasting—below 60% of pupils achieving grade A* to C at GCSE—the figures from the DFE performance tables are revealing.

The number of academies and free schools not meeting the 60% benchmark has almost trebled in the past three years, whereas the number of maintained schools failing to meet it has halved. They now very nearly match each other, with the number of maintained schools missing the benchmark falling from 1,445 to 854 and academies rising from 214 to 558. I appreciate that this is just one benchmark of the new coasting definition, but it is telling that the Government have chosen to focus their new performance measures entirely on maintained schools when, under their own terms, there is a clear issue with academies, and failing academies in particular, especially given that there were proportionally more inadequate academies than maintained schools as of April 2015. Further, and finally, as my hon. Friend mentioned, Opposition Members have serious concerns that this Bill will, yet again, leave academies free of direct parliamentary scrutiny, to be dealt with via private contract law behind closed doors. We hope that this amendment will go at least some way to increasing the scrutiny of academies and will allow standards to be raised for all schools.

[Mr Gibb]

The provisions in clauses 2 to 12 will allow us to tackle failing schools more swiftly. They build on the success of the academies programme established by Lord Adonis and expanded by the coalition Government, and this approach has contributed to a dramatic improvement in standards—over a million more children are now in “good” or “outstanding” schools than in 2010. Those measures will accelerate the process of intervention in failing schools by removing bureaucratic obstacles and making it more difficult for ideology to stand in the way of necessary improvements.

However, our commitment to social justice means that we need to go further. If we are to ensure that every child, regardless of background, receives the high-quality education to which they are entitled, we cannot settle for tackling failure only once it has arisen.