Education: Academies and Free Schools

Baroness Jones of Whitchurch Excerpts

Monday 4th February 2013 Lords Chamber

[Baroness Jones of Whitchurch]

My Lords, I thank the noble Baroness, Lady Perry, for facilitating this debate this evening and very much welcome the noble Lord, Lord Nash, to his new role. As he will know, his predecessor developed a reputation for listening and engaging and I very much hope that the noble Lord intends to build on that style. I look forward to debating with him in many months to come.

As has been well demonstrated by this debate, we share a common passion to drive up education standards. As we have heard, the previous Government played their part in this. They were restless in pursuit of innovation to ensure that every child received a stretching and enriching education. We took radical steps to tackle failing schools and narrow the attainment gap between rich and poor pupils. Our policies were firmly rooted in evidence-based initiatives rather than ideology; or, as it was said at the time, what matters is what works.

Sponsored academies were part of our reform agenda. They were set up to address persistently underperforming schools in areas of high deprivation, requiring a sponsor to assist with school improvement. They were, and are, a success story. I add my congratulations and acknowledgement to my noble friend Lord Adonis, who is sitting next to me and who has received much praise in this debate. He was very much an architect of that model, as we have heard.

Regrettably, this Government have taken the concept and redefined it to focus too much on school autonomy as a prize in itself. In doing so, it has lost some of the unique transformative power that characterised the early experience. The latest government research has shown that sponsored academies, building on the original concept of introducing new school leadership, continue to outperform other models. However, they are a small percentage of the whole and are now massively outnumbered by the so-called converter academies: that is, schools already judged outstanding or good by Ofsted which have chosen to become academies since 2010. This rush to convert all schools to academies highlights some of the essential differences between us and this Government. For example, we do not believe that there is just one model of success.

When I first took over as shadow Minister, I visited a number of schools involved in the London Challenge initiative introduced by the previous Government. Some were academies, some were maintained schools. All are now highly performing schools with strong and innovative school leaders. Indeed, Pimlico Academy, with which the Minister has been long connected, was a beneficiary of the scheme. The key success factor was the intervention and collaboration between schools, put in place to improve the quality of teaching. As a result of this initiative, London’s schools went from being among the worst to being among the best performing in the country. The success of such an approach is confirmed by a growing weight of national and international research which identifies that collaboration is the key to reform. However, meanwhile, the recent report from the Academies Commission showed that many of the converter academies which had been required to support a struggling school nearby in order to gain academy status have now broken that promise with no comeback. The same report identifies a growing trend towards complex admissions procedures which dissuade the less determined parents. As a result, it too often remains the case that poor children are served by a poor education. The research shows that children from a socially deprived background remain disproportionately more likely to attend a school that is classed as underperforming by Ofsted.

Therefore, we have concerns about the focus of the Government’s current academy programme. We are worried about the lack of emphasis on the power of partnership and collaboration. We fear that the early focus on underperforming schools in areas of high social and economic deprivation is being lost. We see a teaching profession demoralised and criticised when teachers are the key to improving teaching quality and we see parents struggling to navigate complex admissions policies. Therefore, I hope that the Minister is able to reassure the House that a more measured approach, addressing these issues and genuinely informed by existing evidence, will be adopted in the academy strategy of the future.