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I supported the Education and Inspections Bill throughout its progress through the House of Commons. Further clarifications were made by the Government in the intervening period between the second and third readings to address many of the concerns raised by Labour backbenchers. The Secretary of State tabled an amendment that placed a duty on local authorities to ensure fair access. Schools will now have to act ‘in accordance with’ (as opposed to ‘have regard to’) the new more stringent Admissions Code which is currently being developed in the Department for Education and Skills. The Code will rule out oversubscription as a criteria that could be utilised for covert selection (for example giving priority to people of particular financial means or from a certain social group), the use of supplementary application forms will be banned and clear guidelines on uniform and transport policies will be provided. However a loophole remained in the Code, which enabled schools who partially select their intake to restore the proportion to 1998 levels. I supported Martin Linton MP when he presented his amendment to the House and the Government has committed to closing this loophole as the Bill proceeds through Parliament.

Free school transport will also be offered to poorer families. The Government has also confirmed that interviews and new selection by ability will both be banned under this Bill.

I understand that the introduction of trust schools has been an area of particular contention. The Government has now established safeguards to ensure trusts have charitable status, will improve educational standards and inappropriate trustees (ruling out companies involved in gambling, tobacco and alcohol) will be prevented from assuming responsibility for schools. The trust’s budgets will be delegated to the governing body, which will be comprised of community, parent, local authority, staff and foundation governors. Adequate consultation must also take place before a trust school is established. If local authorities feel it is necessary, a ballot of parents will be conducted. Moreover trusts have a duty to promote community cohesion and are not permitted to make a profit. I held a meeting at the House of Commons with Headteachers of Tooting secondary schools and Lord Adonis. I was advised by the heads that none of the schools wish to become trust schools. Furthermore Lord Adonis assured me that no financial incentives would be offered to schools that are considering applying for trust status.

Some local education authorities will have an automatic right to establish new community schools, whereas only the worst performing LEAs will be barred from promoting new institutions. The criteria used under the Secretary of State’s new veto are based on educational standards and the level of diversity within each local authority. The role of Local Education Authorities will be strengthened by this Bill. LEAs will continue to be the provider of community schools and the part they play as commissioners of local education will be enhanced, and they will also still have a duty to ensure fair access for all pupils. Governing bodies of all schools will have a duty to listen to the views outlined in local authorities’ Children and Young People’s Plan. The Bill will also establish local authorities as the decision-maker on organisational matters for schools. Councils will be granted new powers to enable them to establish the identities of children who are not receiving a suitable education in their borough. Powers of intervention are also to be increased, with LEAs able to intervene earlier with not only failing schools, but also schools that are not sufficiently improving.

Additionally, teachers are to be provided with greater autonomy to discipline unruly pupils and can restrain pupils using reasonable force. When the performance of schools is examined in the future, discipline will be a central tenet of the evaluation. Personalised learning, for example small group tuition covering literacy and numeracy, will ensure that schooling is tailored to the needs of each child and should help to improve the performance of children from disadvantaged sections of society.

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