Maintained Schools: Term Dates

Question

14:37:00

Asked by

To ask His Majesty’s Government whether they plan to allow maintained schools to set the number of days on which they are open during a school year, in the same way as for academy schools.

My Lords, the Government have no plans to change the current regulations. Academies generally tend to follow the same structure as local authority-maintained schools, and we encourage local areas to work collaboratively to minimise any disruption to parents. Schools and local authorities should design their term structure first and foremost to benefit pupils’ education. Variable term dates can cause difficulties for parents, and allowing greater divergence would exacerbate that.

My Lords, I thank the Minister for her response and declare my interest as a trustee of a community-maintained school in High Wycombe. My Question is to highlight the current difficulties experienced by maintained schools in the recruitment of teachers when the number of days they are required to open to students is fewer than that required of academies. There is a growing pattern of two-week half terms being offered by academies in the middle of the autumn term, but not by maintained schools. It is in the interests of childcare and parents, when they have children attending a range of schools, that holiday and term dates coincide. Do the Government intend to extend the flexibility to offering extended holidays to maintained schools, or at least to level up the required number of days that all schools should be open for children?

Under regulations, schools are expected to be open for 190 days, or 380 sessions, each year. As I suggested in my initial Answer, it is also important that there is local co-ordination around holiday dates in order to support parents and to ensure consistency, in the way the noble Lord described. I think the noble Lord started by saying that this makes it more difficult to recruit teachers. Of course, while it is important that children have a fixed week and a specified number of days, it is of course possible, as has been the case, to develop more flexible ways in which teachers can work. The department is keen to promote that by, for example, funding a programme focused on embedding flexible working in schools. I hope that will be one of the things that will enable us to improve teacher recruitment.

My Lords, I thoroughly agree with everything the Minister has said. She is right that schools must be open for 190 days—195 days for teachers, so they can do the five days of in-service training. There has to be flexibility for such things as religious holidays in faith schools and wake walks in Lancashire; you have to be able to deal with those changes. The real problem occurs when academies with headquarters in, say, the London area but schools in the north-west try to standardise the holidays and do not take those regional variations into account. Of course, travel companies shoot up the prices during the main school holidays, and it becomes very difficult for families to afford those prices.

I simply reiterate what I said: it is important that there is co-operation at a local level to cover the types of schools where parents might have a child in each, to ensure consistency in school holidays. But I take the noble Lord’s point about that possibly differing from place to place. In the end, we need to focus on what is the best arrangement and the appropriate amount of time for children to be in school, so that they can get the best possible opportunity to learn.

My Lords, time at school is extremely important, but so is school readiness, and I warmly commend the Government on the targets announced last week. What are the Government doing, or can they do, to better support excellent charities such as Growing Minds in Oxfordshire? It does the most brilliant job but struggles all the time to keep going as it prepares children better for school.

My noble friend is absolutely right: how well you do throughout the whole of the rest of your education is often determined very early on in your school life. That is why, last week, the Prime Minister set out our target to ensure that 75% of children are school ready by the age of five. That is an increase on the current figure; noble Lords may be quite shocked to hear that fewer children than that are ready to start learning at the age of five. Whether through government-funded provision or government-supported voluntary sector provision such as that outlined by my noble friend, we must focus on making sure that children and their families are ready for them to start school and gain the absolute most that they can out of their time there.

My Lords, what is the Government’s opinion of Devon County Council’s proposal to charge schools £21,000 for each pupil whom they permanently exclude?

That has not been drawn to my attention, but I am certainly willing to look into it and perhaps come back to the noble Lord.

My Lords, I know the Minister shares my view that it is one thing to have the schools open, but it is another to make sure that all the pupils are there. What are the Government doing to try to reduce the amount of absenteeism in schools, especially of vulnerable children?

The noble Lord is absolutely right: if children are not in school, they cannot learn. Although levels of absenteeism are marginally better this year than last, they are still considerably worse than before the pandemic, with around 1.6 million children—more than one in five—missing at least one day per fortnight. This is why we need a wide-ranging approach to tackling absenteeism. We need to build on the detailed data we now have available to us. We need to expect schools to focus, before a child becomes persistently absent, on the reasons why they are absent and what intervention may be necessary. We need schools to learn from those who are tacking this issue much more effectively. We are investing £15 million in expanding the specialist attendance mentoring programme for persistently absent pupils. We need to make sure that the new guidance issued in August is being followed appropriately, because this is a fundamental issue on which we need to make progress. Children need to be in school in order to learn, and in order to prevent the disruption to others in class that happens when children are absent.

My Lords, we on these Benches support the flexibility that academies enjoy, and we trust the discretion of trust and school leaders in how they make their decisions. With that in mind, we are extremely concerned that the Employment Rights Bill will cut across those freedoms and potentially create a ceiling, rather than a floor, in terms and conditions of employment for teaching assistants and support staff more widely. Can the Minister reassure the House that this will not happen?

Some enormously good work has been done by academies and maintained schools on using teaching and non-teaching staff to ensure that children are getting a good education. None of it, as far as I can see, depends on them having in place inadequate, discriminatory or undermining employment conditions for their support staff. I do not see why providing a suitable and appropriate basis for people’s employment should in any way undermine the excellent work being done by our schools.

The Minister mentioned the importance of co-ordination between maintained schools and academies. How widespread is that desirable co-ordination, and what plans do the Government have for extending it?

In most local authority areas there is usually a general coherence between the holiday sessions offered by maintained schools and by academies. While academy trusts are free to set their own term and holiday dates, generally there is co-ordination across local authority areas. For the sake of parents, it is, as we have discussed, generally a good thing.