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Baroness Walmsley moved Amendment No. 121:

Page 16, line 27, after "with" insert—

"( ) the ability (to be determined in consultation with the staff concerned) of members of the staff of the school to perform properly the functions that may be required of them in relation to the education of children at the school, in particular the contribution which they make to the fulfilment of the duties imposed upon local education authorities and upon governing bodies under section 13A(1) of the Education Act 1996 (c. 56) and section 38(2) of the School Standards and Framework Act 1998 (c. 31) (promoting high standards); and"

The noble Baroness said: While we on these Benches in general welcome community schools, Amendment No. 121 seeks to ensure proper consultation with staff prior to any decisions taken by a governing body with respect to the provision of community's facilities. The amendment seeks to clarify the Government's intentions on issues such as additional resources with respect to "extended schools". I gather they are known as "full service" schools in the United States, but on the face of the Bill they are referred to as "community facilities".

In theory, the proposals to enable governing bodies to provide a full range of activities for the benefit of their staff, children and parents and for the members

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of the wider community are welcome. Research has shown that programmes that support schools in working together and in planning the allocation and distribution of resources and projects have resulted in a shift towards more collegiate approaches to educational provision. The development of school clusters, such as the one in Crewe near where I live, have helped to break down some of the needless rivalry and competition for pupils fostered by recent education reforms. They have also led to a better understanding by schools of each other's needs and have encouraged the sharing of good practice between schools. Of course, in the case of clusters, those wheels have been oiled by extra cash.

Schools should be given support to respond to the needs of their immediate communities; for example, in developing out-of-school activities and in encouraging the active involvement of communities in local school settings. If effective health and social services provision were situated in schools, particularly in disadvantaged areas, that may help to address a wide range of needs that impact on pupils' attainment, as well as perhaps benefiting their families; for example, adult literacy programmes. Initiatives that promote multi-agency approaches to tackling socio-economic impediments to learning at school level can assist schools in facilitating access to essential support services, thus allowing teachers to focus on improving their pupils' academic achievements. As long as appropriate extra resources are provided, I have no doubt that teachers will welcome that kind of approach.

Such schools could be an effective way of tackling many of the barriers to learning faced by pupils and their families, in the same way as the Sure Start initiative does in the early years. Teachers in schools in areas of social disadvantage are often expected to respond to the social needs of pupils. Schools that have a range of welfare services co-ordinated alongside educational provision would be in a better position to respond to the needs of families and their children without teachers solely being expected to take on that role.

I understand that the Full Service Schools programme in the United States has been highly effective in helping to improve attainment and relationships between teachers, parents and the wider community. In Scotland, a similar initiative, the New Community Schools programme, has reported comparable findings, with pupil attendance and exclusion rates also much improved. I believe that pilot schemes for such schools should be established with the involvement of teaching and non-teaching staff and with the careful delineation of responsibilities that are based on expectations that avoid excessive workload before the idea is rolled out.

However, a number of questions need answering. Can the Minister say what additional resources the Government will be able to offer schools to encourage them to widen the use of their facilities and to expand their services? What are the Government's expectations about agreeing provisions with, for

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example, the local strategic partnership? Does that provision also apply to maintained nursery schools? I beg to move.

9.45 p.m.

Baroness Andrews: In terms of the range of options that we have developed in this country over the past five years for such full-service schools as regards out of school activities, it is worth recording that we are pioneering a great range of new ways to do things using schools as community resources, and so on. First, we have longitudinal research, which is unique to this country and certainly backs up what has been achieved in the United States and in Australia. It shows that there is a direct academic benefit to those who regularly participate in activities, which is revealed not only in their attainment of GCSEs but also in their attitude. We have a very sound path of research that is beginning to accumulate.

Secondly, over the past five years we have seen the beginning of policy frameworks for enabling schools to develop a whole range of activities with both families and communities out of school. Through this development we have also brought in experts and volunteers to work with teachers in schools to allay some of the fears that the noble Baroness rightly identified in terms of teachers' workload during the school day, which can be intolerable. We have also had the building of capacity at the school level, which has proved to be extremely innovative.

Thirdly, we have seen a great deal of new funding go into schools through the New Opportunities Fund and through the standards fund. We now have local infrastructure as local authorities have introduced out-of-school-hours learning officers who work with the range of partnerships to maximise such opportunities. We are beginning to develop all these struts of proper policy framework funding and development, which is extremely effective. To an extent, all that addresses some of the points raised by the noble Baroness, Lady Walmsley, and, indeed, some of the issues highlighted by the noble Baroness, Lady Blatch, as regards the impact on the effectiveness of teaching and learning during the school day. In so far as we have evidence, it seems that such developments are very powerful in terms of raising achievement.

The noble Baroness is right to raise the issue of consultation with staff, because none of these innovations will take place unless the staff are fully involved and fully in agreement. They must see it in terms of their own professional development as something from which they can really benefit; otherwise, they will not do it. Teachers are realistic about what is possible as regards their own time and energy. We have witnessed a very positive feedback from the staff towards students and a virtuous circle being created. This is a positive development in the education system over the past few years.

Baroness Walmsley: Perhaps I may comment on the noble Baroness's contribution. As a supporter of the holistic approach to education, especially in the early

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years, I very much understand the benefits of the sort of experiments outlined by the noble Baroness. In terms of the work that they undertake, I realise that there is a potential for lightening teachers' workload with such initiatives—or, indeed, possibly increasing it.

I tabled this amendment so that we could ensure that provision is made on the face of the Bill for teachers at least to be consulted on these developments. Such consultation should not just be a case of following best practice, which has been happening. It is a very important issue in terms of these experiments.

Baroness Ashton of Upholland: In exercising the powers under Clause 25, governors must have regard both to the guidance issued by the Secretary of State and to any guidance given to them by the local education authority. Where governors are considering providing community facilities, the guidance will make clear that they must consult all interested parties, including school staff. As my noble friend Lady Andrews said, the school staff are crucial if this is to work and prove to be appropriate for the school. In drawing up the guidance we are working with a range of partners, including teachers, to ensure that this development is covered effectively.

In response to the specific point raised by the noble Baroness, Lady Walmsley, I can confirm that this provision will also apply to nursery schools, if they so wish.

I should point out to the Committee that not only are governors required to consult their local education authority, but any proposed activity that would significantly interfere with the fulfilment of the LEA's duty would, by definition, also significantly interfere with the governing body's duties under Clause 20(2).

I reassure the Committee that, if governors choose to provide community services or facilities, those services must not have a detrimental effect on the performance by school staff of their existing duties—quite the opposite. We know of many schools that have adopted that approach and brought in other professionals to support families and pupils, with the result, as my noble friend Lady Andrews said, that educational attainment has been raised, parental involvement has increased and pupils' behaviour has improved.

We also know that many teachers are required to deal with numerous non-educational inquiries and problems, brought to them by pupils and families. If governors decide, with others, that a particular service or facility could reduce that burden and support the work of school staff, they should be able to provide such a service. Clause 25 gives governors that power, and Clause 26 provides sufficient safeguards to ensure that any service does not undermine the main role of schools—the provision of a high quality education.

I hope that, with those reassurances, the noble Baroness, Lady Walmsley, will feel able to withdraw her amendment.

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