Education Bill

My Lords, I apologise to the Committee for arriving late. Sitting on the M11 was not the best place to be; I would rather have been with all of your Lordships. I wanted to ask a series of questions of the Minister. I regret missing the speech of the noble Baroness, Lady Walmsley, because I always enjoy her speeches on behalf of children. We have just heard that disruptive children are challenged children; they are not very often evil children. However, they can be very difficult. From my time as a director of social services and an assistant director looking after assessment centres where some of the most dangerous and difficult children are contained, I know that there are children who cannot be on the school floor. Those children who destroy classes for teachers and other pupils should not be in school. But those are not the children we are talking about. We do not need to change the legislation for them, and we do not have to change the legislation to make it successful. One of the points that I was going to make was made eloquently by the noble Lord; that is, in good schools, the work is done beforehand, with the child, with the family and with the involvement of the local community. In my local primary school up in Norfolk, I know that things get done beforehand. There is of course a great lack of services for some of these children. We know that teachers are crying out for good psychiatric support, psychological assessment and therapeutic support. Those are the areas where we should look if we want to provide for the next generation. However, what concerned me when I was looking through the legislation, apart from its fairness, was how decisions would be made across the country. The Government are setting up a range of new sorts of schools which will be settling their ways of working. What will the criteria for exclusion be? Will the powerful head set the criteria? How will we therefore ensure consistency? Will a child be able to move districts and find that their behaviour gets them excluded in one area but not in another? How will we ensure consistency? If Ofsted will not be inspecting all schools, how will we achieve that balance from one area to another, as we can at the moment? How will we ensure that an assessment is made by those responsible for children’s education and welfare to understand the circumstances leading to the problem? Who will carry out that assessment across the country? Most of all, what will happen to the children thereafter? We know that some will go to a referral unit. I was a social worker on the ground, if you like, in the days when my kids went off to the sin bin, as they called it. I am not against special provision if it is properly put together, but if it is a constant stream of children moving in and out, with some children not moving at all, I should like to be clear about the basis on which the children are being put together. What worries me most is that the heads of those special units can also exclude children. I am sure that the noble Earl, Lord Listowel, will express more than anxiety about what happens to children who will often have been in care and are showing difficult behaviour, for all the reasons we know. I did not want to make a long speech. I simply wanted to ask that series of questions to get a clear picture of how this is going to work by the time we get to Report stage.