It is a great pleasure to speak in this debate, not least because it is the first one on education since I was elected as Chair of the Education Committee. My first task is to thank all those who voted for me, to whom I am immensely grateful. As we go along, either they will regret it or that number will swell.
It is a great honour to follow the hon. Member for Glasgow North West (Carol Monaghan), the education spokesman for her party. I have already talked to her about a range of issues. Her speech was very moving and very impressive, not least her reference to the first First Minister.
Coasting schools are not a new issue. We have known about coasting schools for quite a long time. Ofsted produced a report during the previous Parliament about the “long tail of underachievement”, which was in effect a reference to coasting schools. It focused on schools in rural and coastal areas, predominantly primary schools, but that was not its only concern. We need to get it on the record right now that we have always known about coasting schools. They have been a big problem for two reasons. The first is that they have affected our capacity as a nation to be productive. One of the key reports I intend to do through the Education Committee is on productivity so that we can tease out the ways in which we can improve our productivity. The second reason is social mobility, which is a key objective of any good Government. It is certainly an objective of the present Government.
A central issue is the definition of a coasting school. It revolves around the word “progression.” Are children progressing? How do we identify whether they are or not? Are they doing so at the right speed? When we discuss the detail of the definition, I hope there will be an emphasis on mechanisms to establish whether children are progressing in school. I believe it is necessary to examine, over a period of time, how children are operating within the teaching and learning framework in their school. “Progression” is a key word to keep in mind.
Failing schools are fairly obvious because they are judged to be inadequate. A red light goes on and that school has to be dealt with. My concern about saying that, once a school becomes inadequate, it is therefore failing, is that there might be some pattern that we need to know more about. It would be as well to look at the definition of a coasting school to see how the school became inadequate. That should inform the debate.
I have spoken quite a lot about governance and governors. In the previous Parliament, I set up the all-party group on school governance because governance is one of the key elements in whether a school is going to fail and how it deals with the road towards becoming a failing school or, more importantly, becoming a better school. I welcome the clauses that look into intervention and deal with what an interim executive board looks like, how governing bodies are going to be treated, whether they will stay in place and how they will look during the process of improvement. We need more detail not just about how that will operate, but about the make-up of a school governing body and what it will look like in future. I give notice that I will re-present my original governance Bill, which I have talked about previously.
The other aspect on which we do not have enough detail is the role and capacity of our regional commissioners. We need to know more about how they will operate and what tools they will have to do the tasks that are so necessary to tackle schools that have been identified as coasting and therefore require intervention. One task that the Education Committee will want to do is examine the role and capacity of regional commissioners. It would be of great benefit to our understanding of the process if we knew exactly what regional commissioners would look like in two or three years’ time. We need to start plotting that journey now.
On the leadership of schools, the question is always what we do with the head and senior members of staff in a failing school. Again, that should be thought about carefully during the Committee stage of the Bill. I urge all members of the Committee to focus on that.
Last but not least, on adoption, the central point must surely be—