What can I say? It is an utter pleasure to be here to respond to this debate. I was not aware that I had a choice; nevertheless, I am very pleased to make my first appearance in Committee on this Bill, which I see that noble Lords have been enjoying for several days already.
I am very pleased to consider these amendments on such an important provision in the Bill. Establishing the school support staff negotiating body is an important part of this Government’s plan to make work pay and of the opportunity mission. As several noble Lords have already identified, the nearly 800,000 support staff in our schools are playing a vital role in children’s education and development, are supporting teaching staff and parents, and are ensuring that our schools can run effectively. Despite their contribution, there is an acute recruitment and retention challenge. It is that issue that the SSSNB seeks to remedy and improve, along with providing a voice for those staff in negotiations.
We have heard from my noble friend Lord Prentis that a previous version of the SSSNB was established in 2009, but it was abolished very soon afterwards by the coalition Government when they came to power. Despite the arguments made by noble Lords opposite, in the 14 years between then and the opportunity now in this legislation, the previous Government did not choose to set up a framework to reduce complexity around the negotiation of terms and conditions for school support staff. They did not choose to make it more straightforward for schools. They stuck with the complexity inherent in the current negotiating arrangements through the NJC, which do not give a voice to the particular issues relating to school support staff that our proposals will. That is why the SSSNB, which is being established in this Bill, has a remit designed to reflect the needs of all state-funded schools in England today, bringing together employer and employee representatives with an independent chair to negotiate on pay and conditions and to advise on training and career progression.
As my noble friend Lord Prentis said, that enables the voice of those involved in this work to be represented both in negotiations about pay and conditions and in important considerations on how to make these roles something that people will want to come and do, will be trained to be as effective as possible in doing, and will want to carry on doing, staying in our schools doing their enormously important roles.
In thanking the noble Baronesses, Lady Coffey and Lady Barran, for tabling Amendments 151, 174, 175 and 180, I hope I can respond and provide some assurance on those. First, on Amendment 175, introduced by the noble Baroness, Lady Coffey, on the role of the TUC in this legislation, it will be the case that the SSSNB will, as is clear in the legislation, allow representatives of the employers and representatives of the employees to engage in these negotiations. The Secretary of State will consult on regulations about precisely who those representatives should be, and that will be named then in secondary legislation.
It does not seem wrong to me—in fact, it seems quite sensible—when thinking about who from the trade union side should represent employees, that the TUC, which, as the noble Lord, Lord Hunt, said, is the umbrella body for trade unions, should be consulted about which would be the appropriate trade union representatives for school support staff. It is for that reason that we have included this within the legislation: to enable the Secretary of State to make an informed decision when deciding which unions should represent school support staff on the body.
Turning to Amendment 151, and several of the points made by the noble Baroness, Lady Barran, about the nature, complexity and coverage of the SSSNB, we are, in this legislation, creating a new system for support staff in 2025. We are not trying to amend an existing one. It is appropriate, therefore, that we consider the coverage of that board in the light of the current make-up of the school system. Roughly half of the 22,000 state-funded schools in England are academies, compared to around 200 when the original SSSNB was set up in 2009. Academies are a significant element of the state school system now, and it is therefore right that they should be included in the statutory remit of the SSSNB in the same way as maintained schools to ensure there is greater national consistency.
Our intention, however, is for the SSSNB to agree floors, not ceilings, for pay and conditions. Beyond minimum agreements reached by the SSSNB—which, by the way, I would have thought would actually make it easier, not more complicated, for head teachers, particularly those in small schools, to understand the context in which they were operating when considering the employment of school support staff—all schools will be able to innovate with pay and conditions to attract and retain the best workforce that they need for our children. The noble Lord, Lord Agnew, gave us some good examples of the ways in which schools are able to innovate and support the school support staff in his academy chain. Those things are admirable. They are facilitated by this Bill; they are not prevented by it. What is more, I am not quite sure that the noble Baroness, Lady Barran, meant this, but there was a sort of implication that what was being proposed here was a body that would direct schools and head teachers as to whom and what they could employ with respect to support staff. That is not the intention of this body: it will remain the responsibility of the head teachers to determine whom they want in their team to meet the objectives that they have set. Nothing will mandate whom or what should be employed.
So, for all those reasons, we do not need to see the provisions that have been proposed in Amendment 151, which would in fact run against the idea that there should be a national, consistent approach to our school support staff. We already have the ability for academies to innovate, but we underpin that with a floor and a consistent national approach, informed by the voices of those who are employing school support staff and those who are representing their voice to enable it to be much more coherent than is the case at the moment.
On Amendment 174, the costs associated with changes to the constitution which are covered in this amendment are very unlikely to impact on the education sector. There will be limited administrative expenses and fees in setting up the negotiating board, but, for the reasons that I have already outlined, if anything, it is actually likely to make it more straightforward for schools to understand the scope—the pay levels that they would be offering to school support staff. So I do not think that it is necessary for the Secretary of State to publish an impact assessment on the constitutional arrangements. There will be the consultation that I have already referenced with respect to the arrangements and the process for setting up those arrangements. We will work hard with stakeholders to ensure that the arrangements work for all schools, including academies, and provide all schools with a core pay and conditions offer in doing that consultation.
I think I have responded to the point about costs, although I will come to the broader point that is made in Amendment 180, which is about assessing the cost implications of agreements reached by the SSSNB on pay and conditions. It will, of course, be important for the Department for Education to be able to assess the implications of recommendations made by the negotiating body prior to the Secretary of State ratifying any agreements. The legislation also gives the Secretary of State the power to refer matters back to the SSSNB, or to make regulations otherwise than in terms of the agreement if agreements reached are not practicable. That is to ensure consideration of the affordability of agreements reached for the education sector. At that point, of course, changes to terms and conditions would be implemented through the use of statutory instruments.
Just to re-emphasise the point that I made about school employers deciding who they employ, there are also powers in legislation to allow the Government to determine, after consultation, which school employees come within the remit of the SSSNB. Yes, this is a complex area, and there may be some categories of school support staff whom it is not appropriate to include within this body, but that will be determined through a process of consultation and set down in the regulations that I previously referred to.
I hope I have covered, and provided some reassurance in relation to, Amendment 180. This is a reasonable balance between enabling the voice and the expertise of the employers and the employees of school support staff to be able, through this body, to reach agreements around pay and conditions, to be put to the Secretary of State, and to do that important work around advising on improvements to training, development—all the types of things that are likely to lead to even more effective school support staff, and therefore even better support for our children, our schools and the teachers that these staff play such an important role in supporting.
I hope, on the basis of those assurances, that the noble Baroness will feel able to withdraw her amendment.