The Minister for Schools (Mr David Laws)
I congratulate the hon. Member for Leyton and Wanstead (John Cryer) on securing this important debate and raising these issues, in which he takes a close personal interest. I assure him that I have no problem being here this evening, and I am actually the duty Minister for tomorrow as well so I would be here anyway. I do not know why I am getting all these short straws.
I also pay tribute to my hon. Friend the Member for Ilford North (Mr Scott), who intervened. Although he is not the constituency MP for the school, I know that he has taken an interest on behalf of concerned parents and others in the area, and we have listened closely to both hon. Members on this issue.
The hon. Member for Leyton and Wanstead asked several questions, including about the circumstances of the individual school, which I shall go into in detail; about general policy on academies, which I wish to cover; and some specific questions about the performance management of academy brokers and potential conflicts of interest between Ofsted inspectors and others. On those latter points, I shall write to him—as he anticipated —to ensure that I can supply detailed answers, because I do not have the answers to some of those specific questions to hand.
It is now three years since we expanded the academies programme to enable all schools to become academies, including the ability for primary schools to become academies in their own right for the first time. We did this because we believe that teachers and heads should have more freedom to run schools and more power to innovate in the best interests of their students. More than half of secondary schools and a significant proportion of primary schools are now academies, with more converting every month.
Schools across the country are taking advantage of the freedom that academy status gives them, including having more control over their funding. The decision whether a school should become an academy is, rightly, entirely voluntary for the overwhelming majority of schools, and will remain so. More than 2,500 schools have decided to convert and have become academies. These range from small rural primaries to large secondary schools. We expect these academies to work in partnership with other schools to share their knowledge, experience and expertise, with the highest performing institutions helping the weaker institutions to improve.
In addition to the converter academies, there are now almost 900 sponsored academies. We have made it clear that we want to turn around underperforming schools by finding new academy sponsors for them. As the hon. Gentleman said, this is about raising standards and getting better leadership and governance in weak schools. It is not good enough that some children are left to struggle in schools where a large proportion of the pupils are unable to achieve minimum standards year after year. We want to find lasting solutions to underperformance so that all children have the opportunities that they deserve. This is crucial because each child has only one real chance in life to secure a good education. That is why improving schools rapidly is really important.
Our priority now is to continue tackling poorly performing primary schools so that all pupils have the skills they need to succeed in secondary education. There are schools whose history of underperformance and inability to sustain improvements are causing us real concern. That is why we are working with local authorities across the country to secure better outcomes for their pupils, sometimes by transforming under- performing schools into sponsored academies. In several areas we can point to dramatic improvements in schools that have been failing for some years, but with a new sponsor they have seen significant improvements in performance over time.
In the case of Snaresbrook primary school in the hon. Gentleman’s constituency, the school was judged by Ofsted in June to require special measures. It is worth saying that Ofsted found that the achievement of pupils, quality of teaching, behaviour and safety of pupils and leadership and management at the school were inadequate. As the hon. Gentleman will appreciate, that is a serious matter where prompt action is required. As a result of the inspection, we asked the governing body to consider the benefits of becoming an academy and we proposed an academy sponsor based on a nearby outstanding school. Our policy remains that becoming an academy with the support of a strong sponsor is often the best way to ensure rapid and sustained improvement. However, in this case we recognise that Snaresbrook primary school does not have a long history of underperformance and was previously judged good by Ofsted.
We also acknowledge that the school has made progress since being placed in special measures. The local authority acted swiftly in removing the head teacher and chair of governors, brokering a partnership arrangement with a nearby outstanding school, and providing specialist English and maths consultants, among other changes. We also recognise that in this year’s national tests—not all the data are checked and in the public domain yet—pupil performance appears to have improved significantly at key stage 2. We understand that the school’s results for reading, writing and maths are the best for five years, and among the highest in Redbridge. I understand that pupil progression has improved this year, and that the number of pupils making at least two levels of progress at the end of key stage 2 will be above the local authority and national average.
Those changes, complemented by representations from the hon. Gentleman and the hon. Member for Ilford North, led us to conclude, after Ofsted had looked at the situation, that we needed to review the decision we were making. The changes led Ofsted to conclude at a monitoring inspection earlier this month that the school’s improvement plan is fit for purpose. Inspectors also commented on how leaders have made clear their expectations and ambitions for the school regaining and sustaining its former reputation as a high-achieving school. We will therefore continue to monitor the school’s progress in coming out of special measures, but, as the hon. Gentleman knows, we do not currently plan to intervene in Snaresbrook primary school to force academisation on the school.
However, we are not treating Snaresbrook differently from any other school judged inadequate by Ofsted. At all stages, we have been clear that our goal is school improvement. We will always seek to work with local authorities and schools to find solutions on which everyone can agree, as we have done successfully in many parts of the country.
Bill Esterson
I will not ask the Minister about qualified teachers today—we have done that a lot recently. On school improvement and whether academies do better than the state-maintained sector, does he accept that all the evidence—not just that from the Academies Commission —is inconclusive when comparing improvement in like-for-like schools?
Madam Deputy Speaker (Mrs Eleanor Laing)
Order. The hon. Gentleman must stick carefully to the narrow terms of the debate. I am sure the Minister will bear that in mind.
Mr Laws
I shall indeed, Madam Deputy Speaker, although I will say a word about some of the wider issues in a moment.
In all cases, a school can become an academy only after statutory consultation has taken place. That gives parents, governors and the local community the opportunity to put forward their views. These representations are always considered as part of the decision-making process.
On the point raised by the hon. Gentleman, academy status has made a big improvement in transforming underperforming schools, giving them the freedom to innovate by creating the right conditions for success. In recent years, the results of sponsored academies have gone up faster than those of other state-funded schools, and have turned around some of our worst schools. Their performance has continued to improve this year; in fact, the longer they are open, the better on average they do.
I make it clear that sponsored academies remain state schools funded by the state. All academies are run by non-profit-making charitable trusts, which sign funding agreements with the Secretary of State. They are also required by their funding agreements to follow the law and guidance on admissions, special educational needs and exclusions, as though they were maintained schools.
I hope I have made it clear today that our absolute priority is to see sustainable improvement in schools that have been underperforming for many years. Where underperformance is not being tackled effectively, the Secretary of State has the power to intervene to help ensure that standards are raised quickly, and these powers include replacing current governors with interim executive members, although this power has been used only sparingly.
I would like to reiterate my thanks to the hon. Member for Leyton and Wanstead for securing this debate, and I thank him and the hon. Member for Ilford North for their role in raising this issue. Many schools across the country are choosing to become academies, and we will continue to work with underperforming schools and their local authorities to transform the life chances of some of the most disadvantaged children in the country. I will write to the hon. Member for Leyton and Wanstead to address his detailed points.
Finally, along with all hon. Members I would like to wish Snaresbrook primary school, its leadership, teachers and pupils the very best for the future.
Question put and agreed to.