Forced Conversion of Schools to Academies

Bill Esterson Excerpts

Tuesday 12th March 2013 Westminster Hall

[John Pugh]

I do not think it will prevent them from becoming academies; I am just making the simple point that primary schools have less instinct to become academies, simply because the administrative overheads of providing all the services customarily provided by the local authority bear more heavily on their budgets, which in these modern times are already significantly constrained.

I was trying to determine the basis for the psychic gifts that enabled the Secretary of State to anticipate how many schools will become academies by a certain date. I concluded that he probably does not have psychic gifts; he has a gift for irony, as the matter will probably not be left to choice anyway. Throughout the land, brokers are appearing in schools when the opportunity arises to hasten things on and ensure that the targets are met. They show up when a school suffers even a temporary decline in standards. A recent article in The Guardian by George Monbiot—not a man I ordinarily agree or see eye to eye with—compared them to mediaeval tax collectors. I happen to think that mediaeval tax collectors performed an important social function; I do not necessarily feel the same way about brokers.

Brokers appear to come to governing bodies with threats and an academy contract in hand. The threats are, “Sign the contract, or you, the governors, and possibly the head teacher, will be replaced”, or “Choose a sponsor, or if you don’t we’ll choose one for you, which we may do anyway.”

[Bill Esterson (Sefton Central) (Lab)]

To add to the hon. Gentleman’s examples, a Department for Education adviser said to a school in my constituency, “You lost your autonomy when you went into an Ofsted category. Either you sign the papers to become an academy, or we will put in another interim executive board to do it for you.” I wonder whether he has had similar experiences.

[John Pugh]

I have had very similar experiences, but they are not just my experiences. Reports are coming in from up and down the land, and there is a kind of similarity that makes them wholly plausible.

There is a hurry to get on with things. Schools are basically told, “Get on with academisation now, or we will do it for you anyway.” They are also told—this surprises me—“Don’t tell the parents or the staff until it actually happens. Consult with them afterwards.” To sweeten the pill, cash is sometimes promised, in the form of a changeover fund to accommodate change. Relief from inspection or the school’s current status is also promised: whatever pressure Ofsted or the LEA apply will disappear when academy status is established. More worryingly, I have evidence that sponsors have been recommended, particularly school chains, with whom individual brokers have prior connections.

--- Later in debate ---

[John Pugh]

I am sure that the Department took the broker’s word for it. What I am describing has been told to me by people I have known for some time, who have no axe to grind and whom I trust.

I feel particularly aggrieved about my area. Under previous regimes, not a single school in Sefton ever opted out. We had two ballots, both of which were lost. There were good reasons. Sefton was one of the first LEAs to give schools true financial independence to pioneer; in fact, I was on the local authority at the time. It has kept its central costs low. It has always prioritised education and schools. It stands favourable comparison with other LEAs. Its schools are good and, better still, there are good relations between the LEA and the schools, which themselves cluster together harmoniously and supportively. There is a genuine communitarian spirit, accompanied by good results. To make things more acutely painful, Sefton has a good record, praised by the Schools Minister, for improving its schools; it is in the top five of LEAs.

[Bill Esterson]

I am glad that the hon. Gentleman made the point about how good Sefton is, because we both represent constituencies in the borough. I, too, have experience of how good the schools are. Does he agree that when people have such a good education authority, it should be allowed to support its own schools to improve, rather than having this forced academisation?

[John Pugh]

That is clearly an option, because we in Sefton are not overly impressed by academies. The first school to be awarded academy status—coincidentally, one that tried to opt out before but failed to secure parental support—was subsequently inspected by Ofsted; our first academy was put into special measures and the head teacher and chairman of governors have now gone. The brokers are now in Sefton and, having failed to tempt the more prestigious schools, are pouncing like vultures not necessarily on the weakest but on those temporarily weakened.

I understand that there is a rationale for that, and I do not want to be unkind to Government policy. Schools must be in certain categories, failing or failing to improve, and in such circumstances arguably someone must intervene. The categories, however, have in practice been extended beyond the permanent sink schools or those that are sinking. In one case in Sefton, an otherwise good school had four heads in six years, which caused temporary instability over a short period, but the school and the authority could deal with that. In another case, to which the hon. Gentleman alluded earlier, in the school I attended as a child, there was a temporary and wholly uncharacteristic blip and a firm expectation that the school would improve with or without academy status. None of the bullied schools, for that is what they feel they are, has a poor record over time. Even if they had, what is the case for cutting the umbilical cord with a local authority that has a clear record of improving its schools? What is the case for encouraging the schools, as was done, to seek sponsors some appreciable distance away? A school in the northern part of Sefton was asked to look at a sponsor in Chester or in Bolton, or to consider a chain.

I run out of any coherent educational rationale when encountering arguments to suggest that a change in leadership will help a school whose main problem is that it has had too many changes in leadership; that is when my brain starts to hurt. What appears to have happened is that academies have become ends in themselves, not a means to an end. Instead of academies being a means to school improvement, success is measured by the number of academies, not their products. Can the Minister confirm whether new secondary schools converting will not only be paid for attracting pupils—for success—but be given an under-occupancy payment of £18,000 for three years for failing to attract pupils? In the old days, I am not sure what the Audit Commission which taxed us about surplus places would have had to say about that; fortunately, we have taken the precaution of abolishing it.

The Government can go further; if they want, they can lower the threshold for intervention, they can extend and widen the categories, or they can put pressure—heaven forbid—on Ofsted to toughen up the regime, or make it more partial or timed to suit the academy bounty hunters. There is a real worry that the neutrality of Ofsted might be under pressure and, equally, there is a worry about Ofsted’s reliability. If it delivered a rogue inspection, as it occasionally will, given the nature of things, that could have significant consequences for any school that is the victim of such an inspection. The broker who came to Sefton was asked by a head teacher what would happen if an academy chosen to sponsor a school was failed by Ofsted. The broker said that that will not happen. I do not know how the broker could know that it would not happen but clearly, if so, that seems to indicate that Ofsted is more shackled than we believe or hope it is.

I cannot explain this whole situation educationally any more, although I have sincerely tried. I have run out of any educational rationale that makes sense to me. I can explain it only sociologically. I hazard a guess—it might be right—that Ministers neither like nor understand and do not empathise with councils; they simply think that the sort of people you get on councils should not manage or interfere with the nation’s schools. That is a possible view, if slightly prejudiced, but it is not wholly incomprehensible if you look at some of the more eccentric London boroughs. It is understandable that if you have achieved a good education in an independent school, and contrast that with those with a less fortunate or privileged outcome, you might think—