UK Parliament / Open data

Academies Bill [HL]

My Lords, as my noble friend Lord Lucas said, this is a long-running problem. What we have heard from all around the Chamber this evening is that this matter concerns us all, across the parties, and that none of us is entirely sure that we have the complete and final answer. We are all aware that the early academies had an unusually high rate of exclusions. That was partly because they were going into the toughest areas and trying to reimpose discipline in schools that had lost control—there were special circumstances. I am happy to say that the figures have now come down. We are also all aware that league tables have had a perverse effect not only on academies. I am well aware of one or two secondary schools in my part of Yorkshire of which it has been said that they have tried to avoid taking on difficult children from difficult areas precisely because of the impact that they knew it would have on their standing in league tables. I am afraid that I am unable to say anything specific about our plans on league tables; we will have to write to the noble Earl. As he will know, the question of how one can shape league tables to recognise the starting point as well as the output is being discussed, again across the parties and across the expert community, because it is recognised that league tables have had a perverse effect. We are engaged on this. I will also say that these amendments were correctly grouped, because difficult children are often defined in all sorts of ways. I know little about the problems of educating children with autism, which is a low-incidence disability and special need. That also, in a sense, makes it easier for a school to say, "Let’s exclude that child. Let that child go somewhere else". Therefore, there is an overlap. Children can be seen as difficult in a number of different ways. On Amendment 72, I emphasise that academies are already required, through their funding arrangements, to take their fair share of challenging pupils through their involvement in local in-year fair access protocols. This will continue to be the case for all new academies, so they do not get out of this obligation. They should be free to co-operate with local partners in managing exclusions but, again, there is a question for the coalition of how one writes that down and in how much detail. The previous Labour Government were always in favour of prescribing everything in the most minute detail—usually twice a year, each time the name of the department or the Secretary of State changed. This, as the noble Baroness will of course admit, is a different approach. Academies are regulated by their funding agreements, which require that they act in accordance with the law on exclusions as though the academy were a maintained school and that they have regard to the Secretary of State’s guidance on exclusions, including in relation to any appeals process. I hope that that provides assurance that academies have to follow the law on exclusions in the same way as maintained schools. I turn to the subject of low-incidence disabilities. We recognise that this is a continuing problem, especially where there are only a very small number of young people in a district with those particular needs. Again, partnerships among schools will clearly be the best way forward. Academies’ funding for SEN is paid on a formula basis by the Young People’s Learning Agency. If a pupil with one of the different forms of low-incidence SEN attracts individually assigned resources as a top-up to the formula funding, the local authority will pay this from its schools budget and will continue to be responsible for monitoring the provision. If the academy fails to secure such provision, it will be in breach of its funding agreement and the YPLA can ultimately investigate following a complaint. Therefore, measures are already in train. I am not saying that they will entirely resolve the problem, just as under the previous Government a number of other measures did not entirely resolve the problem. We all recognise that this is one of the most difficult issues in education in England and we will all need to continue to monitor and to work with others—
Type
Proceeding contribution
Reference
719 c1582-4 
Session
2010-12
Chamber / Committee
House of Lords chamber
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