My Lords, these amendments emphasise the need for consultation before a school becomes an academy. Consultation already exists for schools that themselves decide to become academies, so these amendments seek to establish a level playing field for all schools and retain the requirement for consultation in all cases.
Amendment 15C is straightforward, allowing the Secretary of State discretion in the issuing of an academy order. Amendment 16 would insert a new Clause 7 into the Bill, which would remove the assumption
that there is only one form of governance suitable for such schools, by requiring the regional schools commissioner to facilitate a local discussion about what is best for that school and the area that it serves.
Amendment 17 requires parents to be involved in discussions about the future of their children’s school, which is hardly a controversial proposal. However, I am not convinced that the Government appreciate the extent to which schools are deeply rooted in their communities. Parents should be allowed to be as fully engaged in decisions that affect their children’s education as they wish to be or have the time to be—but not just parents. Cutting short the process of academisation and removing any discussion with head teachers, teachers or support staff about either the decision to become an academy or the sponsor that might take over are ill-considered decisions likely to breed mistrust and resentment—and understandably so.
Consultation with those directly involved before a school becomes an academy is an essential part of community engagement and should not be removed. That was agreed by the previous Government after considerable debate in both Houses during the passage of the Academies Act 2010. Members of your Lordships’ House were influential at that time, insisting that consultation was built into the 2010 Act. It would be at best inconsistent if noble Lords did not support the same principle with respect to this Bill.
Section 5 of the Academies Act 2010 allows for consultation to take place before a maintained school is converted into an academy—as it should be. It may take time and it may not result in support for academisation, but that is basic democracy, which sometimes produces unwanted outcomes; on a personal level, 7 May this year springs to mind. Our Amendment 16A provides for the time allowed to be set out in regulations. In any case, inconvenience or even the potential thwarting of political motives is no reason to dispense with democracy, as the Minister is seemingly content to do. The Government say that this is about putting children above adults, a view echoed by the noble Lord, Lord Sutherland of Houndwood. I do not accept that. I believe that a lot of political dogma is involved in this, which is being put above the views and concerns of local stakeholders. It seems that no opposition will be tolerated. That is because underpinning the Government’s whole approach is the belief that maintained schools are, by definition, deemed to be failing. If they are not failing at this moment, they are coasting and it is only a matter of time before they too fail. For them, the logic of the Bill—I accept this much—is unchallengeable. Unfortunately for them, the facts get in the way of that one-size-fits-all conclusion. The Bill rests on the assumption that school improvement can be achieved only by turning a school into a sponsored academy, yet the evidence to support this view does not exist.
At the beginning of this month Ofsted published its annual report for 2014-15. The report demonstrated that conversion to academy status certainly does not result in guaranteed improvement, with 99 converter academy schools—23% of converter academies were inspected that year—declining to less than a “good” Ofsted judgment. Ofsted found that of the 277 stand-alone
converter academies, 25% had declined from “good” or “outstanding” to “requires improvement” or “inadequate”. In addition, 21% of converter academies in multi-academy trusts had declined to “requires improvement” or “inadequate” from a previous judgment of “good” or “outstanding”. Ofsted also found that 75% of “good” local authority maintained schools remained “good” or improved to “outstanding” at their next inspection, compared to 74% of “good” academies.
I believe that Ministers need to take these figures on board and give them due consideration. Even rose-tinted spectacles cannot disguise the fact that academisation is simply not the silver bullet that they will it to be. If they will not heed Opposition Peers on this matter, surely they must listen to one of their own. I am not referring here to the noble Lord, Lord True, but to someone who I am certain he will know. Roy Perry is a Tory and a politician of some substance. He is leader of Hampshire Council, chair of the Local Government Association’s children and young people board, former Member of the European Parliament and father of a current MP. Responding to the Ofsted report, Councillor Perry said:
“It is extremely worrying that over the last three years only 37% of secondary schools have actually improved their Ofsted rating after becoming academies”.
He also said:
“Councils must be regarded as education improvement partners and be allowed to intervene early and use their vast experience, integrity and desire to improve the system.”
I referred in Committee to the Minister setting out his reasons for ruling out consultation. Recently the Secretary of State herself complained that campaigners could delay or overrule failing schools being improved by what she termed “education experts”, by obstructing the process by which academy sponsors take over running schools. I repeat that: “education experts”. I do not know how one would therefore describe those who manage and run maintained schools if they are not also “education experts”. I believe that it is an insult to them to be told that the only way their school can be improved is by bringing in outsiders who think they know better. As we have seen, very often they do not.
I have to say that the Secretary of State seems to have a bent for inflammatory language recently. I do not know whether noble Lords are aware that she was involved this morning in a rather bizarre activity; blogging on the Daily Telegraph website under the subtitle:
“If the House of Lords blocks the government’s education bill, it will leave millions of children stuck in failing schools, unable to reach their potential”.
That is arrant nonsense. There is no justification on the basis of logic or evidence which can substantiate such a statement. I understand it is party-political rhetoric, although noble Lords may regard it as unbecoming of someone holding the office of Secretary of State for Education. Interestingly, the comments in reply to her blog on the whole disagreed with her, so perhaps her initiative did not pay off. Perhaps that is not surprising given that she stated of your Lordships’ House:
“The Lords face deciding whether to back handing power to our best teachers and school leaders—a treasure chest of experts ready to improve underperforming schools—or leave schools without the vital support they need to get back on track to the level of excellence seen in many schools across the country”.
That language is very unhelpful.
Let us be clear: the Bill is not about school autonomy. Converter academies do get more autonomy, but the Bill is about sponsored academies, where a school is placed in a multi-academy trust and often has considerably less autonomy as a result. The question is why moving a school from the maintained sector to a multi-academy trust necessarily makes a difference or in any way gives heads more freedom.
Amendment 15C seeks to amend Clause 7, which represents an extraordinary departure from the normal processes of governmental decision-making. Under the clause, the Secretary of State is not allowed to make a decision. She seeks to bind herself to make an academy order, and nothing less. Surely there must be some flexibility in the system to allow the Secretary of State to reach a considered view, having looked beneath the assessment and heard what the stakeholders have to say. Of course in some cases there will be no opposition to academisation, and even where there is, having listened, the Secretary of State will arrive at her view, which may well be that academisation should go ahead. The amendment does not prevent her making such a decision; it simply stops it becoming automatic. No two schools are precisely the same, so why should there be the same outcome in all cases? It does not make sense either logically or in educational terms.
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Local people and communities are right to be angered if they are shut out of decisions that affect their children. The Government’s authoritarian approach denies people respect and is made even worse by being carried out largely behind closed doors by regional schools commissioners and head teacher boards which are not representative of regions, far less the communities within them. I had a meeting last week with a regional schools commissioner, and very helpful it was too, but it was clear that as hard as they try, regional schools commissioners cannot take anything other than an umbrella approach to their area because of their sheer size. The idea of local representation in any form is actually not achievable, even for the head teacher boards, given the spread that they seek to achieve.
If the Minister will not listen to me on the need for consultation, I hope that I will not embarrass him if I refer him to my noble friend Lady Morris of Yardley, a former Secretary of State for Education, of course, who talked in Committee about the role of consultation:
“The nature of the job is that sometimes you get what you think is the most unreasonable opposition and it drives you mad. You feel like you have had a bad day at the office, but you have to get up and go through it again the next day. That is the nature of being a Minister in a democratic institution”.—[Official Report, 10/11/15; col. GC 503.]
I believe that the Minister should take note of those wise words based on much experience.
In conclusion, when controversial changes are being proposed, it is better at least to attempt to carry people with you. That increases the chances of making
the change more smooth and, importantly, successful. Academisation represents a fundamental change for a school and naturally the parents will be concerned. Change can bring with it fear and, if no one is explaining to them what is proposed, people will wonder about what is being kept from them. You cannot prevent parents talking about what is being proposed and you are not going to stop them expressing their views. They may well make more of a fuss about not being given a say than about the actual change to an academy, so why not channel that energy through consultation? There is an unanswerable case for consultation as set out in Amendments 16, 16A and 17, and there is no reason for it to be withdrawn simply because in a small number of cases people might disagree. That is not a convincing rationale, and for that reason consultation must be introduced into the Bill, as happened in 2010. I beg to move.