---

Academies Bill [HL]

My Lords, I am grateful to my noble friend Lord Lucas for moving this interesting amendment. My default position when I first read it was that it was completely opposed to what the whole Bill is trying to do: to free up Ofsted inspectors so that they do not spend endless amounts of time visiting schools that are simply outstanding across the board but devote that time to schools that are failing in some areas so that those schools can be given greater attention and support. I take the point made by my noble friend Lady Perry, but that was very much where I was coming from. When I heard the debate, however, I began to move towards seeing a couple of problems that need to be explored. I wonder whether part of the solution, which probably needs to be developed a little further, should not be the partnering of a highly successful school, which is enabled to become an academy, with a failing school. What would be the format of that relationship? Could the successful school assess and supervise the failing school in the interim? Then there is the role of the governing bodies. Often very little is said about them, but under the new arrangements they will have hugely more power, authority and responsibility. How much training are they given? When one becomes a non-executive director of a firm, there are often lots of training courses about your duties, statutory responsibilities, the pertinent questions to ask and what you should look out for. The head teacher on the first governing body of which I was a member absolutely insisted that there was never any need for a member of the governing body to come to assemblies or to visit any of the classrooms, as that was way beyond their remit. Later on academy boards, I found that the head teachers of good, successful schools went out of their way to encourage governors to experience classroom teaching, to sit in the staffroom and to talk to teachers. Do people actually know this?