Great piece in today’s Guardian about exactly what’s wrong with the government’s education agenda. It is in fact part of a speech by Huntingdon headmaster Peter Downes, in favour of his anti free school motion that was carried overwhelmingly at yesterday’s Lib Dem conference. The argument is put with utter lucidity; hence its inclusion in my ongoing series……
Here goes:
The academies bill was rushed through parliament in July with a speed and urgency normally reserved for anti-terrorist legislation. In spite of that, the Liberal Democrats in the House of Lords managed to bring about some helpful amendments and they deserve our thanks for that.
However, the substance of the act we now have on the statute book is potentially a very significant threat to the stability, fairness and viability of our educational system.
Before the election, Michael Gove was quite explicit: “My aim is to transform state education in this country irreversibly for the better.”
However laudable the intentions, I think it is hasty and misguided to promulgate an irreversible reform of education within 11 weeks of coming into power.
In any case, Gove’s educational vision is based on a number of fallacies. I want to concentrate on just five.
First, he is very keen to liberate schools from “local authority control”. Local authorities do not “control” schools. They used to. When I first became a secondary school head in 1975, the LA told me how many teachers I could employ and how many administrative staff. They organised the cleaning and the grounds maintenance. But the educational world has changed. LAs today do not control schools. It is the head and governors who make the vast majority of the decisions as to how the school functions. The LA is there to provide a whole range of services and support, including: curriculum advice and challenge; coordination of admissions; and the cost-effective provision of enough school places for children coming through the system.
Clearly some LAs perform these functions more effectively than others but there is no justification for dismantling a structure that has an essential and invaluable role.
The greatest interference in schools today comes not from local authorities but from central government: a highly prescriptive national curriculum and shelf-loads of guidance; an oppressive inspection regime; an obsession with targets and putting schools into categories; and a never-ending stream of education acts and hundreds of regulations.
Gove’s accusatory finger of excessive control should be pointed at central not local government.…