Month: March 2016
A brilliant excoriation of all those who suggest that forced academisation is not a danger to the independence of our local schools.
This week, Nicky “I’m not Michael Gove, Honest” Morgan and her chum George “I’m not Satan, Honest” Osborne, announced that every school in England would be forced to become an academy by 2022. This has proved, to put it mildly, a little controversial. Opponents of academization, both forced and unforced, have generated a petition of more than 100,000 signatures already, while unions, teachers, politicians and Mumsnet(!) have united in fairly vitriolic opposition. Even Tristram Hunt and David Blunkett came out against this, which tells a remarkable story in itself. However, the “Glob“, as Francis Gilbert termed the very vocal and influential minority who actively support Gove’s privatisation agenda, has been predictably active too. More chaff has been thrown out by supporters of this policy in the last week than the RAF chucked out of its bombers over Germany in 1944, and all with the same intent: to obscure…
View original post 3,660 more words
By announcing that all schools will be expected to become academies, George Osborne has foretold the death of local authority involvement in education.
Born on December 18 1902, Local Education Authorities (LEAs) will likely have their life support switched off sometime in 2022, by which time all schools will be expected to be on course to becoming academies. The local authorities will leave behind a number of precious local services, their future somewhat uncertain.
Despite their long life, LEAs have not been universally popular, making a number of enemies: the late Margaret Thatcher and former education secretary Keith Joseph, to name but two. Between them they killed off the Inner LEA, but the behemoth that was the remainder of the local education authorities remained.
The death of local education authorities then seemed inevitable after they lost many of their powers of control over schools with the 1988 Education Reform Act. For many years since, their role has largely been one of scrutiny and support, but for some this will be very badly missed.
This time, the Conservatives intend to deliver a fatal blow. But there are five ways that schools and children will lose out from the demise of local authority control of education.
1. A local champion for vulnerable children
Local authorities must currently engage with parents and schools to ensure that the right provision for every child is available locally. Ensuring the specific needs of every child are met is hugely complex and even local authorities struggle to meet their responsibilities at times.
As education is fragmented, there will be concerns over how parents will be able to negotiate the minefield that is school admissions, with each academy or trust being its own admissions body.
Legally, local authorities have the responsibility to provide a school place for every child. If every school is an academy, local authorities or councils will have no power to require schools to expand their intake or take on any child. Already, LEAs are warning that finding school places for all is becoming “undeliverable”.
Currently, parents can take a local authority to a tribunal if they feel the needs of their child are not being met. It’s unclear how this will work if the local authority in effect ceases to exist.
2. A local vision for schools
With the demise of LEAs, many schools will be run by multi-academy trusts (MATs) – chains of academies run by the same sponsors. Many trusts operate a number of schools, sometimes in different local authority areas. Some may know more about the local community than others.
The only answer the Department for Education has for under-performing academies or trusts is the transfer of schools from one trust to another. This is likely to increase, alongside the incorporation of standalone academies into existing and new trusts.
The governance of academy chains has been questioned, most recently by the current head of schools inspectorate Ofsted, Michael Wilshaw, who highlighted several underperforming MATs.
Ultimately, it is likely to be the vision of the trust, not the community, that schools will adopt – and parents will have to live with it.
3. Local forum for school improvement
School improvement arises from the efforts of people, not structures. A structural change will not deliver long-term sustained improvement in itself.
Local authorities have provided a platform for a range of collaborations between heads, teachers, various schools and local and national services. Admittedly, some authorities are better at this than others, but the setting up of a free market competitive model for school governance where academy trusts actively compete rather than collaborate cannot be a good model for mutual improvement.
4. Loss of essential services to schools
Local authorities provide many services to schools, from the vetting of contracts and human resources management, to payroll services and delivering expertise in commissioning, tendering and procurement. They also provide many support services from school transport and peripatetic music teachers, to anti-bullying advice and educational psychology services.
With academies funded directly by central government, local authorities will lose much of their funding as a result of the push to academise. This may well put some of these services at risk or increase their cost. If they are large enough, some MATs may be able to replicate the cost savings of local authorities by clubbing together and contracting such services. But small rural schools who depend on services offered by the council may struggle to afford them.
5. Learning from the past
The Conservatives have learned from Labour’s failure in the 1960s to completely eradicate grammar schools. The process of ending selection was resisted by some, most notably Kent, and the law never changed to ban or force grammar schools to close – it just prevented the opening of new ones.
They also learned from their own failure in the 1980s and 90s to abolish local authorities and establish more independence for some schools under what was called the grant maintained programme. Following Labour’s landslide election victory in 1997, a new act was passed in 1998 that reversed the grant maintained status of schools.
Putting these laments for the demise of the LEA aside, the evidence that academies are the best model for school improvement is severely lacking, especially for the poorest students. Research suggests that underperforming schools actually improve much faster under local authority supervision.
What the future holds for local authorities and education is extremely uncertain. The devil will be in the detail of the government’s planned legislation.