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The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)
May I begin by congratulating my hon. Friend the Member for Wycombe (Steve Baker) on securing this important debate, and on his passionate contribution, demonstrating his commitment to raising educational standards in his constituency? As he knows, this Government want to be champions of diversity, of high standards and of closer working-together in the education system.
It is always hugely encouraging to hear examples of where standards are being raised. We are seeing improvement, including in the recent results in the Cressex community school in my hon. Friend’s constituency. Like him, I want to pay tribute to the head teacher—David Hood—the governors, the staff, pupils and the whole community, which has played its part in helping to drive up standards. They are to be commended for their efforts.
I assure hon. Members that the Government are wholeheartedly supportive of the role that school partnerships and co-operation play in achieving our shared goal of a high-performing and self-improving education system. As my hon. Friend said, we are in danger of fierce agreement. Politics is not always as black and white as people think it is. Shared values can surface, and this is one such occasion. There is an underlying cause to which we all want to contribute, which is ensuring that every child, whatever their start in life, gets the best possible chance to reach their full potential, as the hon. Member for Cardiff West (Kevin Brennan) said. The community has a huge role in making that happen.
We have had excellent contributions from the hon. Members for Sheffield, Heeley (Meg Munn), for Luton South (Gavin Shuker) and for Denton and Reddish (Andrew Gwynne), and from my hon. Friends the Members for Hereford and South Herefordshire (Jesse Norman) and for Truro and Falmouth (Sarah Newton). I welcome this opportunity to discuss on behalf of the Government the contribution that diversity partnerships and collaboration are making to improving standards in education, performance and teaching through the co-operative movement and other things in our education system.
The evidence is stark. It shows that schools working together leads to an increase in performance for all schools involved in that partnership, even—this should be noted—for high-performing schools that support weaker schools. As Dr Chris Tomlinson, the phenomenally successful executive principal of the Harris academy Greenwich, Harris academy Chafford Hundred and the primary attached to that in the Harris federation of schools, said:
“Working together improves our knowledge about how to get the best out of pupils and staff. It helps us to fine-tune and understand those occasionally small changes that make a real difference”.
As my hon. Friend the Member for Wycombe has set out, one of the interesting things about the example of Cressex community school is that it is a maintained school in partnership with a successful converter academy and an independent school, among other partners. That is exactly the sort of partnership that we are developing through our academies programme and in other education reforms.
We should, and do, cherish the values of co-operative trust schools, in particular the importance of shared responsibility for problems and for designing solutions, and the importance of those involved in a child’s learning having a stake in that learning. As we have heard, since the Education and Inspections Act 2006, which introduced trust school status—the hon. Member for Denton and Reddish reminded us that the first was in his constituency—we have seen a steady and increased pace of such schools being set up. Their number is up from 188 in September 2011, as we have heard, to more than 700 by the end of this year. That in itself demonstrates that the permissive nature of the establishment of such schools is doing nothing to prevent schools from starting to form trusts and relationships. Cornwall is perhaps the most acute example of where that is happening right across a county.
The co-operative trust model is one of many that can facilitate effective partnership working. In an increasingly diverse education system, many different models are emerging, which is increasing choice for parents, which we want to see more of, as well as increasing support for schools. We now have academy chains, where schools formally work together, often sharing governance and leadership while benefiting from the autonomy of academy status.
We also have sponsored academies, with more and more outstanding schools now formally sponsoring weaker schools so as to bring about improvement. Six such sponsored academies are co-operative trust academies. We also have federations, where maintained schools formally share governance and expertise. There is also the sharing of head teachers and senior leadership teams; teaching schools; national or local leaders of education; the independent and state schools partnership; and other formal partnerships, such as the Bradford partnership, a not-for-profit organisation consisting of schools from that city working together to improve outcomes for young people.
In that eclectic mix of different models, it will come as no surprise to hon. Members that the Government’s view is that academy status is effective in driving improvement and collaboration. That status is now enjoyed by close to 3,400 schools in England. We believe that teachers and head teachers, not politicians and bureaucrats, should control schools and have more power over how they are run in the best interests of students. With well over half of secondary schools now being academies, and primary schools joining the programme at an increasing rate, research has found that more than a quarter of academies have seen their relationship with other schools improve since they became academies.
The evidence is clear that the freedom that academies have has led to an increase in standards, and that the highest-performing institutions are helping to improve the weakest. As Mary Speakman, head teacher of Altrincham grammar school for girls, one of the lead schools in the Bright Futures educational trust, said:
“The pupils at AGGS get a really privileged education. They do well and our standards are high. We want to share that experience and develop other schools, so that every young person has those chances”.
I am pleased to see that, so far, 173 converter academies are sponsoring 192 academies, and a further 106 projects are approved to open. In the spirit of this debate, I am also pleased to note, as has been said, that the role of the co-operative movement as a sponsor of schools that need extra support is increasing, and to note the increasing number of co-operative schools choosing academy status and becoming co-operative academies. I do not think that the schools have to live in isolation from one another. They share many of the values that, as has been rightly pointed out, exist in the co-operative movement.
It is worth noting what David Wootton, chair of the Independent Academies Association, has said on the issue:
“The academy movement, and sponsored academies in particular, have a strong commitment to social justice and moral purpose. This means a dedication to the communities they serve and a deep desire to improve outcomes and ‘close the gap’ for students in some of the most challenged communities. Many academies have very strong community routes…We in the academy movement welcome the support of the Co-operative movement, who are now actively involved supporting academies, and believe there is room for a diversity of providers.”
Gavin Shuker
I thank the Minister for his warm words about co-operatives. Will he say a few words about the Department’s approach to making the benefits of co-operative governance known to schools that are looking to change their governance arrangements? Is there any literature that goes out? Does he have any officials working on the project? What discussions has he had with the co-operative movement on that?
Mr Timpson
I will talk about that in relation to some of the proposals regarding the ten-minute rule Bill and other measures to try to open that up to a wider aspect of the education system. As I have set out, there has been a huge increase in the number of co-operatives over the past two years alone, which shows that they are not being prevented from doing so.
On the matters raised by the hon. Member for Sheffield, Heeley, I am happy to take back the issue of the messages that the Department and other parts of Government are sending out about the benefit that the movement brings to communities around the country. Our having this debate, and my sending out a strong message of support on behalf of the Government, demonstrates our desire to see diversity in the education system that meets the needs of individual communities.
Andrew Gwynne
Is it not one of the benefits of co-operative education that there is no one-size-fits-all approach? Every co-operative school is different in its make-up and outlook, but the one thing that bridges all co-operative schools, whether they are academies, trusts or free schools, is the values that underpin the co-operative principle.
Mr Timpson
The hon. Gentleman is absolutely right. No one size fits all and, as we know from schools in our constituencies, there is no blueprint that will make every school successful. My hon. Friend the Member for Wycombe reminded us earlier that the first co-operative free school will open next year in Swanage, and the first co-operative alternative provision free school will open in Harlow in 2014. Those are two examples of how different types of model can be nurtured to meet the needs of particular areas.
Collaboration, which is a feature of the values we have been discussing, manifests itself in several different ways, one of which is the academies programme. Other formal partnership arrangements may work for different communities in relation to both academies and maintained schools, so long as they provide a framework for joint working, with clear lines of accountability, and preserve the intrinsic values of autonomy and liberty that my hon. Friend spoke about.
Steve Baker
May I correct an error that I made earlier? I should have paid tribute to Katy Simmons, the chair of the governors of Cressex community school, and Mervyn Wilson, the principal of the Co-operative College, who have helped me to understand that the co-operative movement is striving for autonomy and self-government. While I do not wish to argue about party, it seems to me that the Government are trying to drive people to make the most of their in-built, inherent talents and to exercise freedom and responsibility in relationships, which is all moving in the direction of co-operatives. I am grateful to the Minister for his approach to the subject, but I hope that he will go back to the Department and ask it to produce the Bills that will make that a reality.
Mr Timpson
I am grateful to my hon. Friend. At this juncture, I should perhaps talk about the ten-minute rule Bill introduced back in April by the hon. Member for Sheffield, Heeley. Some of its provisions related to the status of industrial provident societies and the existing legal barriers that she has identified, as well as to the role that nurseries may play in the co-operative movement.
As the hon. Lady will know, by virtue of having brought in the Bill, some elements of the 2006 Act preclude nurseries from inclusion in such co-operative trust arrangements. We are currently consulting on measures to make it easier for schools to extend their age range downwards—for example, from five to 11 for primary schools, to three to 11—so nursery classes in those schools would be able to adopt co-operative ideals. I anticipate that she will understand that some nurseries will therefore still exist outside the extended school system and that it is not possible for them to be trusts.
I will undertake, first, to ensure that the hon. Lady receives a full and proper reply from my Department and, I assume, the Department for Business, Innovation and Skills—the Minister for Skills and Enterprise, my hon. Friend the Member for West Suffolk (Matthew Hancock) is a Minister in both Departments—to her inquiry in relation to her Bill. Secondly, I will consider whether it would be of assistance to have a meeting with her and my hon. Friend the Member for Wycombe to discuss both how we measure the success of the co-operative movement as it has begun to grow over the past few years, and where it fits into the jigsaw of educational provision that is now available. I am happy to take that back and ensure that it is given full attention.
Meg Munn
I am grateful to the Minister for that offer, which saves my having to press him for exactly that. It would be most effective to have a meeting—I would certainly want it to be a cross-party one, with hon. Members from both sides of the House who have spoken in this debate—to see how we can take forward both the need for legislation and, as my hon. Friend the Member for Luton South (Gavin Shuker) has said, the need to publicise more widely to schools the benefits of co-operation, of which they may be unaware.
Mr Timpson
I am glad that we have managed to come to another co-operative consensus in this debate. Given the steep rise in the number of co-operative trusts in England, it is important to look seriously at their impact and where they fit into our attempts to establish the most effective education for all our children. As the hon. Lady rightly points out, much of that involves good joint working relationships that should provide incentives for schools to develop higher educational standards.
Doing so has several other advantages. The biggest contribution to school leadership development lies in providing the rich and varied opportunities that will lead to the innovation and responsibility that we want schools to show. Collaborative working can, therefore, provide a broader base for developing leaders, and a greater opportunity for leaders to learn from one another. As I have seen in my constituency, it gives such leaders a greater experience of what is going on not only in their schools, but in surrounding ones and at different levels or key stages.
Working more closely together increases the scope for shared learning and continuous professional development, and helps to improve the capacity of small schools—another important point made by my hon. Friend the Member for Wycombe—by creating a greater pool of resources and expertise that can be shared more flexibly between schools. School leaders tell us that they can recruit and retain the best staff by providing them with professional challenge and support in working with other schools.
One major advantage of shared arrangements has been the improvement in the governance of weaker schools. It is typical for governing bodies of sponsored chains to be supported in their monitoring role not only by training, but by receiving data that are collated and presented to main boards and local governors in a standard format. The format will normally report on progress against targets and previous performance, comparisons with national benchmarks and the performance of other academies in the chain.
Another advantage is that central costs can be shared across more schools, giving them greater purchasing power in partnership than they would have as stand-alone schools. They can also benefit from economies of scale and from the pooling of resources. The use of shared business management as a resource across schools has been shown to lead to improved efficiencies and the more effective use of resources across schools. Collaborative working also opens up new opportunities to adapt the primary and secondary curriculums to meet local needs, and it allows schools to put in place stronger academic transition procedures between different phases of school.
The hon. Member for Huddersfield (Mr Sheerman) raised the issue of the Treasury’s proposed tax changes. Obviously I need to look carefully at that to establish exactly whether they will play out as he suggested. On ensuring that we have a crisper, clearer legislative framework, that builds on the matters raised by the hon. Member for Sheffield, Heeley. Whatever we do in education, we must ensure that it raises standards and that it is sustainable, which is another reason it is important to look at the impact of co-operative trusts on our educational system.
We have managed to transcend a partisan debate, mainly because, as I said at the outset, we have many shared values that do not always have an opportunity to rise to the surface in political debate or in our efforts to make our wider political points as we think is most effective. We do not, however, have anything to fear from co-operatives. Whatever side of the political spectrum we are on, we should embrace the values they offer.
The debate has been an opportunity to celebrate the success and the growing involvement of the co-operative movement in our schools, and to acknowledge that at its core are values that we all hold dear, wherever we sit on the political spectrum—a commitment to social justice and moral purpose, a combined spirit of autonomy, a deep desire to help ensure that children and young people across our communities, but especially in the most challenging areas, get every opportunity to make the most of their education and, wrapping around those values, strong community roots that bind in a joint sense of responsibility and, perhaps most importantly, of caring for others. We all have some compassionate bones in our body, and such values have risen to the surface today, which is a testament to the fact that the co-operative movement does much to enrich our communities, as it does more and more within our schools.
I hope that I have given a forceful indication that this Government hugely value the co-operative movement’s work in our schools. We want to learn more about the effect that it is having, what it is achieving and how it can do more in the future. As my hon. Friend the Member for Wycombe said, many schools are still deciding and choosing, as are parents, what sort of schools they want their children to be in. This excellent and informative debate will have encouraged us all to continue to push for higher educational standards in whatever form, and I am grateful to my hon. Friend for bringing this subject to the House.
Mr Philip Hollobone (in the Chair)
I thank all those who co-operated so effectively in the debate.