---

Education and Inspections Bill

The debate will obviously go on and on. From the outset of my brief contribution, I want to make it clear that I have worked closely with faith schools in my constituency and in wider Wolverhampton for more than 30 years. My relationships with them have been overwhelmingly good and the teachers, head teachers and workers have had one thought in their minds—giving the children the best possible education. The essence of the Government’s proposal will not bring people together but divide them even more. In 1998, I was not happy to support the idea that schools could appoint 20 per cent. of their staff on the ground of religion. I support the idea of religious education, which should be wide, liberal and tolerant. I understand that faith schools wish to present a specific point of view—a spin, in modern parlance, on their faith. I do not especially have a problem with that. However, we have now reached the stage where the 20 per cent. is no longer the point. We are now asking, ““Can we include a head teacher?”” and ““Can we appoint non-teaching staff to carry out pastoral duties?”” I regard pastoral care as central to children’s education. Many children bring to school a whole package of difficulties, trauma and deprivation. I expect trained teachers—and trained social workers—to provide genuine help, guidance and support for children in that position. Teachers, through their training, understand the importance and centrality of pastoral care to their role and that they carry it out diligently and properly. There are always those who are poor at what they do, but that applies throughout society. If we agree to this measure today—and I hope that we will not—it will lead to a downgrading of pastoral care at the heart of many of our urban schools, where pupils have serious difficulties. I welcome the idea that funding for schools is now so abundant that there is room in work force changes to have specific posts. May I have one in every school in my constituency? However, the appointment does not need to be made on the basis of the person’s religion. We need someone who is properly qualified and understanding—even at graduate level. It is so important that we get this part of our education system absolutely correct. As far as the point of view of trade unions is concerned, the consultation will go on. Ultimately, the trade unions will acquiesce in whatever the Government want, because that is the way things have to be. But the fact of the matter is that this is far wider than a narrow trade union interest. This is the biggest issue in the Bill—outside of the provision to have trust schools, and so on and so forth—and therefore, with sadness, I will vote against the Government on this matter. They have had what we call in the industrial west midlands a bit of a bum’s rush. The policy is ill thought out and the Government do not know the consequences. No one has been through all the possibilities. Most of all, the idea that I have to be a Catholic, a Jew, a Muslim or someone of some faith to help and guide a young person is appalling. Those with religion in their hearts should look in their hearts to understand just what they are doing in this case and what they are demanding. I am talking about stripping away from us our essential humanity—our ability to care for one another regardless of our creed, colour, sexual orientation or anything else that may divide us. What we are looking at here is how we can help a fellow human being—often of tender years. The number of times that someone will be called on to say, ““I am not sure about my faith. Can you help me?”” is infinitesimal compared with the baggage and problems that children bring to our schools every day and that need to be addressed with proper professional help, support and guidance. I urge the Government to rethink this matter, because I do not honestly believe that they have had time to work through all the consequences.