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A new agenda for schools: IPPR 21.11.06
In a few weeks we will start celebrating ten years in office. Ten years of real progress in our schools.
Ten years ago, children were learning in shabby, temporary classrooms, struggling to see the textbook they were sharing with two or three other pupils.
PTAs were desperately trying to raise money just to pay for the essentials. Underpaid and overworked teachers were snatching five minutes at lunchtimes to fit in their marking.
We were determined to transform years of neglect into a new era of success. “Standards not structures” was our mantra, just as “education, education, education” was our battle-cry.
We followed our rhetoric with unprecedented investment.
In real terms, funding for every pupil has increased by almost half again.[1]
A massive capital investment programme, culminating in Building Schools for the Future, will put an end to the peeling paint and cramped corridors of the past.
More importantly, we have the people in place to do the job. More teachers, more support staff than ever before, rewarded with better pay and better pensions.
The fruits of that investment are plain to see.
More children leaving primary school able to read and count. More school-leavers achieving the five GCSE passes that are essential to further progress. More young people getting good A-level results and going on to University.
Results in the North East reflect that success.
GCSE results lagged behind in 1997 but are now up there with the national average. In fact, last year, pupils from the North East made the greatest progress at both Key Stage 3 and GCSE level.
But not every child in every school has made equally encouraging progress. Nationally, only 30 % of children on free school meals achieve the five good GCSEs.
The starkest contrast and most shocking statistics are on the performance of children in care. They are five times less likely to get five good GCSEs. Nine times more likely to be excluded from school. This ends in an all too familiar story - one in four prisoners has spent some time in care.
The idea that “Every Child Matters” is as relevant to the school system as it is to the rest of children’s services.
We were seeing real progress but to reach every child, in every corner of the country, we needed to do better.
Inthe White Paper and with the Bill, we were asking some difficult questions. And quite reasonably, people asked difficult questions of us. Challenging us as to whether these new set of reforms would really deliver progressive change.
Were we drifting away from a relentless focus on standards to petty tinkering with structures? Did trust schools represent privatisation through the back door? Would these reforms offer carte blanche for rogue schools to cherry pick the best pupils?
I think we havenow laid many of the more hysterical accusations to rest. Through the process of the Bill, we debated the sensible questions, arriving at a consensus supported on both sides of the House.
Now we are going to be putting those reforms into practice. Making them work in our cities, in our communities, in our classrooms.
As the reforms begin the steady process from vision to reality, we need to keep the principles behind those reforms at the front of our minds.
Perhaps the most important of those principles is that children and parents must be at the absolute centre of the education system. That completely chimes withinternational trends, as well as the changes across our own public services more generally.
In social services, in community policing, in hospitals, people are no longer being fobbed off with a generic leaflet. They expect – andreceive– servicesthat are meaningful, effective and appropriate to their individual circumstances.
But what does that mean for schools? What does it look like to parents? How will it improve standards for pupils?
Firstly, putting pupils at the heart of the education system means taking a hard look at what goes on in the classroom.
Making certain that schools offer an education that engages, challenges and inspires every single pupil.
Good teachers in good schools routinely do this already. Far from aiming at the average and ignoring the boredom or bad behaviour of the rest, these teachers address the needs of every pupil in their classes, whatever their ability.
Personalisation is an extraordinarily ugly term for an extraordinarily simple concept. It means shaping education to fit the pupil – rather than forcing every pupilthrough straitjacketed schooling.
It means catch-up lessons and intensive support. It means extra stretch and challenge for gifted and talented pupils. It means targeting the children who might under achieve, like children in care, or children with SEN.
Technology is going to be a big help here, enabling smarter assessments and better monitoring and shaping individuallearning programmes.
The team led by Christine Gilbert will soon be reporting on the vision for teaching and learning in 2020 to show what a truly personalised system would look like. We have set aside significant resources to make that vision a reality.
Secondly, it means the views of pupils and parents are listened to, respected and acted upon.
That’s why it’s so important that Ofsted surveys parents’ as part of their inspections process.
It’s why parents will remain such an integral part of the trust school framework, even where other groups take the lead in the governing body.
And it’s why we have introduced a new duty on local authorities to respond to parental demand.
Parents don’t have an “out of sight, out of mind” approach to their children’s education. They really care what happens in the classroom and jump at the chance to get involved.
Like the parents in Lambeth. Tired of not having a local choice. Tired of shipping their children off to other boroughs. They took matters into their own hands to set up a school that would serve children properly.
From 15 parents sat round a kitchen table, the project mushroomed to include 40 parents in a campaign group.
Now, more than 200 parents are part of the Parent Promoters Foundation which has already created a governing body, and appointed a Head.
Elmgreen will open its doors next September. I think it’s a really exciting example of “parent power” in practice.
Thirdly, it means parents have a real choice ofgood schools.
The idea that there’s some fundamental contradiction between “choice” and “a good local school” is just bizarre – why shouldn’t we have both?
When three quarters of secondary school pupils live within two miles of two different schools, why shouldn’t they both be equally good, yet offer something different?
It’s pretty obvious that not every family wants the same thing.
Some pupils want to attend the school with the best sports facilities. Some want the chance to learn three foreign languages. Some want to share in a creative ethos reinforced by excellence in the arts.
Offering parents a real choice means enabling schools to differentiate themselves. Supporting them to create their own unique environment and ethos. Liberating them from onerous reporting and endless bureaucracy.
When given these opportunities, schools use their own initiative to come up with ideas that work for them.
Like MonkseatonCommunityHigh School, right here in the North East. Given that they work so closely with Microsoft, who are going tobe a centralpartner in theirLearning Innovation Trust,it’s not surprising that they are coming up with exciting new ways to harness the power of technology to improve their school.
Using the power to innovate, they have set up new ways of running their governors meetings.
Through online meeting and voting, they have encouraged greater participation and engagement by governors, reflecting the current business practice of "virtual decision-making."
And with the Open University, they pioneered offering HE modules in schools. This practice now extends to over 200 schools and 3000 children and it's great to see Monkseaton at the forefront of these developments.
To free up schools, so they can become more responsive to the needs of their community, central government must take a step back. Not something we are very used to doing.
So we are also streamlining our relationship with schools, guaranteeing less interference and fewer, simpler targets - the ones that really matter.
Fewer initiatives from me – but in return, greater innovation from schools.
A more mature relationship. Characterised by a greater degree of mutual trust and respect for the professional judgement of school staff.
We are offering all schools the possibilities of partnerships alongside the freedoms foundation schools and voluntary-aided schools already enjoy.
But of course, that freedom has to be tempered by stringent measures to secure equity.
Not free market competition and survival of the fittest. But choice managed in favour of those that most want it and will most benefit from it – the most disadvantaged.
When we introduced the White Paper and the Bill, I think that quite rightly, most people’s biggest concern was that the most disadvantaged would miss out. That in practice, greater choice for parents would mean more selection for schools.
At all costs, we are determined to avoid the New Zealand experience. Theybrought in market reforms to the school system without the necessary safeguards.
While there were many satisfied middle-class customers, there were disastrous consequences for social justice.
The better-off parents played the system very well, but more disadvantaged parents were squeezed out. Schools became segregated and polarised.
But we have learned from this cautionary tale.
Through the Act, Local Authorities have new duties to help every child reach their potential and to ensure fair access – so no child is overlooked.
The new admissions code provides the framework for this to work. Contrary to popular belief all schools – including faith schools, Academies and trusts - have to adhere to that code.
It puts in place robust mechanisms to stamp out unfair practices and creates a simpler system which offers fair access to all.
The code is also reinforced by practical measures to give support to the families who most need it.
A new entitlement for pupils from disadvantaged backgrounds to have free transport to any of three local schools within six miles.
Choice advisors to help struggling parents pick their way through the minefield of the admissions system.
A Schools Commissioner to support local authorities promoting fair access and take a keen interest in whether parents are satisfied with the choice on offer.
And a positive new role for Local Authorities to manage the system strategically.
Championing the needs of local families. Taking the decisions that will actually deliver the diverse local system we aspire to.
These measures will make choice a reality for all families.
Increased choice without cut-throat competition.
The drive to promote collaboration – not only between schools, but with universities, employers and the voluntary sector – will be equally important to further progress.
In particular, greater collaboration will be essential to transforming the education system available to young people through our 14 to 19 reforms.
Engaging with employers is going to be vital to ensuring that the curriculum equips young people with the skills they need.
And no one school or college will be able to deliver the ambitious range of diplomas alone.
Instead they will have to work together to deliver a choice of diplomas across the whole local area.
This isn’t government abandoning schools to the big bad private sector wolf. It’s a recognition that schools are part of a community and shaping a culture that looks outwards to that community.
These are communities where other organisations take their responsibilities seriously. They want to bring their ideas, expertise and skills to help improve schools. They want to offer new opportunities to the next generation.
Just as Every Child Matters is predicated on stronger partnership with other agencies. Just as the 14 to 19 refomrs requires stronger partnership with other schools, colleges and employers. So further improvements in standards must be built on forging stronger links with the wider community.
Of course, lots of schools already do this very successfully.
But those same schools say these relationships can be very fragile because they are forged by individuals. If the personal dynamo moves on, the partnership runs out of steam.
Trust schools will cement those relationships, offering security and stability for all partners.
One concern that has been raised is that it is only go-getting, highly successful schools who will seize these opportunities.
It’s certainly true that many of our best schools are already expressing an interest in trust status, determined to take advantage of these new opportunities.
In fact, I’m delighted to announce today the very latest school to join the pathfinder project that is helping establish the most effective models and ways of acquiring a Trust.
Andrew Marvell Business and EnterpriseCollege in Hull is a vibrant and rapidly improving school.
They have dramatically increased their GCSE pass rate from just 24 % in 2003 to 67 % this year.
They want to build on this fantastic success by strengthening their links with the Co-operativeCollege and the Co-Operative Group.
But all kinds of schools are coming forward. Helping us test the potential of trusts to raise standards for all.
For example, the project in Southend involves ThorpeBaySchool which has recently emerged from a long period in special measures. They believe fresh ideas from outside will help them turn this situation around.
They are going to be working with a vocational training provider, ProspectsCollege. And they are both very excited about the opportunities to increase the range of provision on offer to young people, bringing together the best vocational and academic programmes.
Meanwhile in my own part of the country, MonacuteSchool, a special school with a foundation, is joining forces with Langside independent school and Dorset Scope.
They aim to create a centre of excellence for the most vulnerable pupils from across Poole, Bournemouth and Dorest, bringing in experts fromFE and the health sector.
I think these examples show the trust agenda isn’t about creating an elite, exclusive club of schools.
It is about fresh opportunities for all schools no matter what their starting point, circumstances or ambitions.
These freedoms have long been on offer to foundation schools. Now they are there for the taking for other schools.
And perhaps even more importantly, these examples show that every school can come up with a model to work for them.
So in conclusion, I would like to say that I do believe that these reforms will make a big contribution to social justice.
By enabling schools and local authorities to respond more effectively to parents and pupils.
By balancing increases in choice and freedoms for schools with guarantees of fairness.
By facilitating greater collaboration to bring new benefits and opportunities to schools.
By reducing top down command and control.
And by continuing to invest in the capability and capacity of schools and their workforce.
I look forward to seeing these reforms shaping a fairer, more effective system for all children and young people. Thank you very much.
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