My Lords, listening to this debate, I feel it is finely poised. It is so important to bring parents along with one and it is so important not to delay in improving the educational experience of young people. I wanted to say a little in praise of academies, from my limited experience. When, under the previous Government, the legislation introducing academies came to this House, I strongly opposed it for a number of reasons. One was that it seemed to place structures above the most important thing, which is getting excellent teachers into the classroom.
My experience, from when I first entered your Lordships’ House, has been of the truth of the inverse care law. That is, that the most disadvantaged, poorest people and children are cared for by the least well-paid, lowest-status, least well-qualified people. In social care and in education, our aim should be to recruit and retain the very best people and put them on the front line with children and vulnerable families. I was therefore concerned that the focus was not right.
However, what I have heard in the course of discussing the Bill has somewhat encouraged me. First, for those who attended the meeting with the regional schools commissioners and the head teachers of academy schools, I think it came through very clearly that the benefits brought by academy status, in terms of the governance and leadership of schools, were described positively as bringing fresh blood and excellent governors to the boards. We have heard repeatedly in recent years, and very recently from Sir Michael Wilshaw, that there is continuing concern about the quality of governors. It was good to hear the noble Baroness, Lady Pinnock, provide some comfort that, thanks to new regulations, in her experience at least, two new governors had come on to her board from local business. However, clearly that is not happening everywhere.
I was grateful to the Minister for arranging for me to visit the Ark school, King Solomon Academy, in Marylebone. It is in an area with a high level of free school meals; the area is very multi-ethnic, with a large migrant population. It is also the best performing non-selective school in the country. I learnt that there was outstanding governance there; superb leaders had come out of the City with a vision and had driven the
school forward. The head teacher, Max Haimendorf, was recruited from the Teach First scheme—he was maybe only 28 when he became head teacher—and most of the other teachers are also from Teach First.
I reflected that, by this process of encouraging the very best governance in schools, one achieves the aim that I, and I think many others, have of finding the means to recruit and retain the very best teachers, at the front line. I hope I make that point clear. It seems to me that one benefit, which I hope will increase over time, is that by improving the governance and leadership of our schools, they will attract and retain the very best teachers, delivering those teachers to the vulnerable pupils who need them most.