Source · Select Committees · Education Committee
Recommendation 5
5
Not Addressed
Tight government timetable forced selective committee scrutiny of bill contents
Conclusion
We would have liked to dedicate more time to a considered examination of the policy issues in the Bill and the mechanisms by which the Bill seeks to meet its policy aims. However, given the tight timetable the Government has provided for this Bill, and our wish to contribute effectively by proposing changes to the Bill where necessary, we have had to be extremely selective in the parts of the Bill we have examined. We have sought to learn from, and amplify, the voices of the practitioners, families and professionals who will be directly affected by the Bill. (Conclusion, Paragraph 14)
Government Response Summary
The government defends its legislative timetable and decision not to publish the Bill in draft, stating its process was in line with guidance and aimed to progress reforms quickly, rather than directly addressing the Committee's wish for more time.
Government Response
Not Addressed
HM Government
Not Addressed
Government response to Conclusions one, two, three and four and Recommendation one: We are grateful for the Committee’s recognition of the wide-reaching ambition that this Bill seeks to deliver across the Children’s Social Care and schools sectors. The Government gives consideration to which bills will be published in draft, taking into account the overall requirements of the legislative programme and how to ensure that time is used as efficiently as possible. The Government did not consider the Children’s Wellbeing and Schools Bill necessary for pre-legislative scrutiny and therefore did not publish it in draft. Instead, we wrote to the Committee upon introduction of the Bill in the House of Commons and provided the Committee with a briefing opportunity with officials before Second Reading. Many of the landmark reforms in the Bill are manifesto commitments - for example, the commitment to introduce free breakfast clubs in every primary school and ensuring any new teacher entering the classroom has, or is working towards, Qualified Teacher Status. The introduction of the Bill early in the session is reflective of the government’s ambition to progress these landmark reforms quickly. The Bill’s passage and timing between intervals is in line with the government’s guidance on making legislation. We have published detailed Impact Assessments on the Bill’s provisions, both regulatory and non-regulatory and welcome that, following its scrutiny, the independent Regulatory Policy Committee has given the Bill’s Impact Assessments a ‘green’ rating. The Impact Assessments can be viewed, alongside a Child Right’s Impact Assessment and an equalities impact assessment here: Children’s Wellbeing and Schools Bill: impact assessments - GOV.UK.