Forced Conversion of Schools to Academies

Debate between Andy Slaughter and Guy Opperman

Tuesday 12th March 2013 Westminster Hall

[Mr Andy Slaughter (Hammersmith) (Lab)]

It is a pleasure, Mrs Main, to be under your chairmanship this afternoon. I think I agree with some of what everyone has said, but not all that anyone has said, which makes for an interesting debate. I am grateful to the hon. Member for Southport (John Pugh) for securing it. One point on which I agree with him is that there is a danger of the academies programme being seen as an end in itself, rather than as a means to an end. It is that point on intended and unintended consequences that I wanted to address.

I will explain where I am coming from on the issue by reference to my constituency. I had a quick tot up and I have nine secondary schools in my constituency, including one that is 100 yards outside. They range from leading independent schools, such as Latymer Upper school and St Paul’s girls’ school, to leading Catholic schools, such as Sacred Heart high school and London Oratory, which former Prime Ministers and current party leaders seem keen to send their children to. There is also the West London free school, which was set up Toby Young, and two academies that were part of the Labour Government’s academies programme: Burlington Danes academy, which is a new build, and Hammersmith academy. There are two outstanding—I should say that all those that are subject to Ofsted inspection are outstanding—community schools: William Morris school, which is a sixth-form school that I helped set up 20 years ago and am a governor of, and Phoenix high school, which is run by Sir William Atkinson, who is a famous head teacher, known across the country.

The reason I mentioned those is because there is a vast range of schools, and I do not discriminate between any of them. I go to them all, invite their pupils here and I am very proud to have every single one of them in my constituency. I am particularly proud of the two academies and indeed, I helped to set them up, under the previous Labour Government. It is a shame that the £50 million that went into those was not replicated by the Building Schools for the Future programme being continued, so that community schools could also have benefited.

What I find surprising is the attitude of—I have to call them this—the ideologues in the Department for Education and in some Conservative local councils, including my own. They take it to be their mission to ensure that there is academisation wherever possible, without regard to the reasons why they are doing it. I hope that from what I have said it is clear that I have no particular beef about whether a school is an academy or not. All those schools are doing well in their own way.

I can best illustrate that by reference to ARK Schools, which is a well known academy chain, and is the governing foundation for Burlington Danes academy, which, historically, has been a grammar school, a successful comprehensive school, and a Church of England school. It is now an ARK academy and I was part of ensuring that that happened. On the back of that, west London is now populated by a dozen-plus new ARK schools, and again, I have no particular objection to that. I was at one of the primary schools last week—ARK Conway primary academy—opening the new library.

What I have difficulty with, however, is the attitude of Conservative local authorities, who, whenever they see a possibility in relation to an existing community school, pressurise that school into becoming an ARK academy. We had an early example of that with Kenmont primary school in my constituency. The head left, which is a perfectly normal thing to happen. The local authority then said that it could not afford to employ a new head and that the school would therefore have to become an ARK academy. It was only because the parents and governors objected—in the end, a new head was recruited —that that did not happen, and it is now, once again, a very successful community primary school.

Other schools have been pressurised; indeed, one is being pressurised at the moment, and I use the phrase advisedly. There are primary schools in my constituency that have effectively been told that their only option is to become an academy. I feel that in some cases, those schools are set up to fail, and they are not given the requisite support. Perhaps a head teacher leaves, there is a temporary head for a year or two, and the school is allowed to drift into special measures. I am not going to name particular schools—I do not want to name schools that are having difficulties—but I see that pattern repeated, and it is not what a local authority should be doing. It should be supporting all its schools, including those for which it is not directly responsible.

We had a £33 million investment programme—at the moment, that is quite a big programme—over two years for primary schools, yet all that money was directed to voluntary-aided schools, free schools or academies, for new build, refurbishment, conversion or expansion as may be, despite the fact that very successful community schools also wish to expand and see investment put into them. I object to those double standards and to not having a level playing field. I have to ask who the ideologues are in this case, and I am afraid that they are particularly centred around the Secretary of State for Education.

None of that would matter if there were no adverse consequences, but let me explain some of the consequences. First, there will be a perception—it may be a reality, but it is certainly a perception—that we are creating a two-tier system in education, in which academies are the preferred type of schools. Parents will therefore gravitate, reasonably and understandably, towards those schools, because they believe that the schools will be preferred—with money, resources or simply the attention that they receive from local education authorities and the DFE. That then leads to a form of separate development. A number of academies are now for pupils aged three to 18, and they therefore monopolise children within an area. Equally, I have noticed a trend whereby secondary academies will select—particularly if they are in the same group—from their primary feeder schools, so it may be that there is no longer an interchange between primary schools in that way. I am beginning to get a lot of complaints from parents of children in community primary schools who might want to send their children to secondary academies, and they find that they are refused or are a long way down the waiting list.

I also fear that there is a possibility of politicisation of the academy system down the road. There is a strong association between the academy system and not only Conservative local authorities, but Conservative funders, peers and so on. Lord Nash has been mentioned. Lord Fink, who I think is still the Tory party treasurer, was the chairman of ARK, and he is the chairman of one of the schools in my constituency. Both of those gentlemen are very substantial funders of the Conservative party. One of them, Lord Nash—or rather, his wife, Lady Nash—was the principal funder of my opponent at the last election. It is a free country. Anyone can do as they wish, but the association of particular schools, chains of schools and individuals with a particular political party is not healthy in education. I see that as another branch of the politicisation and there is the real prospect of our moving—with every pronouncement that comes out of Government or those close to Government—to profit-making schools. If another Conservative Government were elected, we would see that trend continue, and I think that would be extremely regrettable.

This is not an easy issue to deal with; it is not black and white in any way. As I hope I made very clear at the beginning, I support every school in my constituency. I have a good relationship with ARK. I find it slightly troubling that soon it will be almost the size of a local education authority, spread across some west London boroughs, because it does not have the same democratic accountability as LEAs. However, I do not blame ARK. It may be a willing recipient of the Government’s largesse, but I place the blame squarely where it lies: in the tram-line attitude and the “Go for academies at all costs” policy that infects the DFE at the moment. With hindsight, in years to come, I think that that will be seen as a very retrograde, ideological and divisive step.

Whether individual schools are achieving for individual pupils is clearly important, but as Members of Parliament, we have to look after the interests and welfare of all the schools in our constituencies, and that certainly ought to be the role played by LEAs and the DFE as well. I do not see that happening—I do not see the even-handed approach that will embrace and encourage community schools, in the same way that I see that when those in the preferred or favoured categories are dealt with.

[Guy Opperman]

With the hon. Gentleman’s experience of ARK, does he not accept that in even his own constituency—I do not extend the point to all other ARK schools around the country—when ARK has gone in and schools have become academies, they have transformed the education? Without knowing his constituency, I suggest that all the schools ARK has gone into have had a successful outcome. Surely that is the point.

[Mr Slaughter]

I make it clear that I am absolutely not criticising ARK as an educational institution. The answer is that it has had some remarkable successes and some partial successes. Some successes have not been quite so big, and in some cases, it is too early to say. That is true—it is exactly why I started with a slightly self-indulgent tour round my constituency—and I could say the same thing about many other schools and different types of schools there. That is not the point I am making. The point that I thought I was making—I will make it slightly more clearly—is that the concentration and fixation on a particular type of school and giving schools of that type a privileged status will undoubtedly have an unbalancing effect on education across the piece. That is the mistake that the Government are making.