Education and Inspections Bill

I am compelled to refer to Amendments Nos. 66 and 88 on academies. They look remarkably similar to those already debated in the Commons. It is clear, I fear, that the Liberal Democrats are opposed to the autonomy and independence that are the driving force in the concept of the academy school. The spirit of localism so often claimed by the noble Baroness’s party as their own is somewhat betrayed in this approach. It seems that localism is all very well in so far as it enforces state bureaucracies at a local level, but that it does not extend to the level of a local school. These amendments revisit old ground. The same amendments were debated at great length in the eighth sitting of the Committee in another place. I do not want to rehash that debate; it has already been undertaken in Parliament. Indeed, the honourable Member for Brent East—whose amendments I think they were—promised to go away and work on the topic. Even so, the amendments in front of us today remain completely unchanged. Indeed, the honourable Member herself admitted that Amendment No. 66 is technically flimsy. Amendment No. 88, on the other hand, would give powers to the local authority to prevent an academy from being set up. Members of another place have already conceded our points on this debate. The honourable Member Annette Brooke, of the noble Baroness’s party, stated that she agreed with many of the points made by my honourable friend Nick Gibb. The Minister, Jacqui Smith, rightly stated that the Liberal Democrat argument was based on the false premise that the approach to and achievements of academies were unproven. I do not want to detain the Committee, but it is important to defend and, in a sense, champion academies’ achievements to date. I shall try to be brief. PricewaterhouseCoopers’ second annual report on academies shows that the independent ethos of academies is helping to drive up standards: "““A very clear and significant finding from the early research is that there does seem to be a significant difference in the learning culture in new Academies compared to their predecessors. For example, 8 out of 10 pupils in the survey said that the ‘teachers at this academy really believe that all pupils can achieve’. Similar numbers of staff surveyed said ‘Staff at this academy believe that all pupils can achieve regardless of their social background’””." We should bear in mind, as the noble Baroness,Lady Morgan, said, the fact that these schools are being set up in areas where pupils have been failed by the state in the past. The Liberal Democrats have tabled amendments that would consult pupils on matters affecting schools, which shows a clear pupil endorsement. However, I wonder whether they would be so keen to listen to those pupils who endorse academies. Those pupils and teachers of academies are evidence of a part of the potential of academies. The National Audit Office report Improving poorly performing schools in England cites the statistics of success: "““Key Stage 3 test results for 14-year olds at academies improved faster than the national average: 9 per cent in English and mathematics compared with a national average improvement of 6 and 7 per cent in English and mathematics respectively””." What is more, of the three academies that had been open for more than a year in 2004, all had improved GSCE performance. We can see the vast improvements in standards made by CTCs since their inception—a useful evidential analogy, given the structural similarity. CTCs benefit the most disadvantaged in our society. While the proportion of pupils on free school meals who achieved the magic five A* to C grades at GCSE in 2004 was 16.8 per cent in community schools, academies produced the amazing result of 58.3 per cent of such children achieving that. The academy scheme is in its earliest years, yet it is already showing wonderful promise and giving children the best chances in life. Let us not forget that we sanctioned the different legal regulation of academies, with full parliamentary scrutiny, in the Education Act 2002. Academies are kept in check by the terms of their funding agreements, and cannot go outside the admissions code of practice. We should give them a chance. I know that the Minister will have a lot more to say in support of academies. In essence, I will never support measures that would halt the contribution towards greater freedom, more efficient management and much higher standards in our schools. These amendments should not be supported.