Co-operatives in Education

Andrew Gwynne Excerpts

Wednesday 23rd October 2013 Westminster Hall

[Steve Baker]

My hon. Friend is absolutely right. I will come to the success of the model elsewhere, but I am aware that it has been a rip-roaring success in Cornwall. I originally come from Cornwall, which reminds me that we tend to focus on our own constituencies. There is rural poverty in Wycombe, but the rural part of my constituency is generally the better-off part. We still live in times of considerable inequality throughout the country and in our constituencies, and that focuses the mind.

[Andrew Gwynne (Denton and Reddish) (Lab)]

Reddish Vale technology college in my constituency was the first co-operative trust school to be established under the Education and Inspections Act 2006. The Reddish part of my constituency is a deprived community and it has used the excellence at that school to engage with the wider community and to spread those co-operative values not just within the school community, but to the wider Reddish community. Is that not an example of co-operation in action?

[Steve Baker]

Absolutely. I think we are in danger of fierce agreement in the Chamber.

Cressex school is keen to support business and enterprise, and that demonstrates its wider commitment. In particular, it hosts the Wycombe business expo. The principles of co-operation and engagement allow a school to reach out more broadly.

I turn to the challenge to which Cressex must rise. Last year, 36.4% of pupils across England who were known to be entitled to free school meals gained five or more GCSEs at grade A* to C, including English and maths, but Cressex did better. At the time, 39.1% of students were receiving free school meals. Over the last six years, the number achieving those GCSEs has risen to 48%. Of course, the school aims higher than 48%, but it represents a dramatic improvement in results and they are the best in the history of the school.

The head teacher, David Hood, recently provided details. Of the students who left year 11 in 2013, 46.5% gained five or more GCSE passes including English and maths, a rise from 27% in the previous year, and 64.8% gained five or more GCSEs in any subject. The overall results represent a considerable increase over the previous year.

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[Meg Munn]

There is nothing I can add to that. I was going on to say that such wide support is positive.

[Andrew Gwynne]

I am grateful to my hon. Friend for giving way. She touches on the power of co-operation outside the schools community. Co-operative schools do not act in isolation. I commend to her the work of Reddish Vale technology college, which has strong co-operative links with its local nurseries and primary schools. It feeds them, as equal members, into the co-operative principles and ideals that apply at the college, and works incredibly closely with them to drive up excellence in standards across all schools, not only those in the co-operative trust.

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[Gavin Shuker]

Brilliant as it is. I was going to say that if we look at the record of co-operative schools’ relationships with other partners, such as trade unions, we see that they perform incredibly well. I point to the Schools Co-operative Society, which has been able to establish nationwide a package of terms and conditions with the network of schools to ensure that that kind of strife does not occur.

[Andrew Gwynne]

I have seen several schools in my constituency convert either to trusts or to academies, and I know some of the fraught discussions that take place with staff at the schools during the conversions. May I highlight to my hon. Friend the fact that by converting first to a co-operative trust and subsequently to a co-operative academy, Reddish Vale technology college helped to ease some of the concerns of the staff because they had buy-in to the co-operative principle?

[Gavin Shuker]

That makes the point entirely that the best way to harness leadership is not usually to parachute it in from outside—sometimes that has to be done if a school has failed the community consistently over a period of time, which usually comes down to school leadership—but to empower members of the community who, day in and day out, serve young people and families to get on and lead. That goes right to the heart of how the co-operative governance model works. Those are not simply structures; they are values. It is not about looking to see how we could design an over-engineered, so-called democratic arrangement. It is about saying that certain values of the co-operative movement, in particular the fair distribution of power, can be applied in education extremely well.

In the past few weeks questions, at least, have been raised, or investigations carried out, across the country, about the alleged misuse of power in a number of schools—and a DFE investigation is under way into several schools in my constituency that converted to academies and continued rapidly to adopt other schools. In my region the transition into academies or other types of governance, and the results of that, has been questioned. That has happened in Basildon, Thurrock and Luton; but a previous example in Derby at least raised the question of the fair exercise of power.

The advantage of the co-operative movement is not just the structure, but the ethos. However, the structure is a key factor: the idea that all of us with an interest in education locally can shape it locally and question the authority that is exercised, instead of constantly looking up and across to centralised power in Whitehall and Westminster, or to the immediate leadership of the school. In that way, the co-operative model can present a powerful, positive argument for allowing schools and communities to exercise their own power.

I was proud to grow up in a comprehensive system, with local democratic accountability through voting for and selecting councillors, portfolio holders and leaders, because the link with the community was not broken. Co-operative schools go right to the heart of that issue, and they present a different and powerful model for achieving such democratic control, in which the people who care most passionately about education—the parents, children, teachers, school leaders and governors—come together to share responsibility and power.

I want to ask the Minister about the level of capacity building that DFE is engaged in, particularly in local authorities, to encourage them to examine the co-operative model and consider it as an alternative route, alongside the many others that the Department provides. I understand from speaking to people in local authorities that there is still some misunderstanding about what a co-operative is. That should not surprise us, because we sometimes encounter the same degree of misunderstanding in Parliament, and such things may be difficult for people to get their head around. However, if we are to have genuine choice and to move away from one-size-fits-all comprehensive education, which I have talked about already, it is important to put all the options on the table, and not just some of them. If the Government were to do that they would have more supporters from across the House for their reform of education.

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[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.