My Lords, these amendments concern the idea of what is coasting. Somewhat late in the day, the Government have given a not bad example of what they consider to be academic coasting. But I
would say to my noble colleagues that I like the one about special educational needs—and shall we take my declaration of interests in that department as read? But unless you get that identified and the support and structure going through, you cannot get a good measure, even on the academic level. You just cannot because it takes different learning patterns and strategies. The noble Lord, Lord Nash, and I have—let us say—interacted quite considerably on this subject over the past couple of years, so we can take that as something that we will develop during the passage of the Bill.
However, as has already been pointed out, what about the rest of the activities that take place within a school? I also wanted to put into this the final outcomes of a school—“What are you doing to send people on?”. This brings me back once again to apprenticeships, in that how you access what comes next is surely the best definition of success—far better than any test or exam result. I would like to know how that is going to be brought into the equation because school is part of a process. We tend to talk about things as if they are entities unto themselves and you never leave: or you drop off the world and emerge somewhere else.
Then we come to my favourite part: why on earth, when we spend so much time talking about competitive sport and team games, do we not pay some attention to them? It is not just about the number of people you have or the number of trophies your school wins, it is how you get people to play sport after school. That is the primary function. A very successful school sports programme is something that fills out the second and third teams of various sports for a long time—much more so than the odd star you will get by luck or accident every now and again. The same could be said of the arts.