Co-operative Schools

Edward Timpson Excerpts

Wednesday 11th March 2015 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

It is a pleasure to serve under your chairmanship, Mrs Main. In the usual way, I congratulate the hon. Member for Sheffield, Heeley (Meg Munn) on securing another important debate on co-operative schools. I well remember the debate we had in October 2013, which I have taken the time to re-read. Other Members who are present today also spoke at that debate. What struck me was that through it shone a real shared purpose on the need to raise standards right across the education system. There was also a recognition that co-operatives are a part of the solution. I will remind Members of some my comments, which support my contention that the Government support the work that many co-operative schools across the country are doing. I said:

“We should, and do, cherish the values of co-operative trust schools”.

I also expressed the hope that I had given—I hope I will do so again today—

“a forceful indication that this Government hugely value the co-operative movement’s work in our schools.”—[Official Report, 23 October 2013; Vol. 569, c. 127WH, 132WH.]

I want to make it clear that those values, as my hon. Friend the Member for Wycombe (Steve Baker) said in his intervention, are shared by all parties, which is demonstrated by the fact that there has been no attempt to prevent in an ideological way the growth of co-operative schools. In fact, they have seen their biggest growth in quite some time. We have more than 700 of them, and we will be close to 1,000 by the end of next year. That is a huge increase for the co-operative movement in education.

The hon. Member for Huddersfield (Mr Sheerman) slightly stole my thunder in recognising that, in her time as an MP, the hon. Member for Sheffield, Heeley has, there is no doubt, been a huge force for good in ensuring that children of all backgrounds, but particularly the most disadvantaged, have their voices heard. It is a great loss to us all that she has decided to go on to bigger and better things in her future career. The service she has given and her commitment to the area is noted and should be applauded. In doing that, I hope that she recognises that we share the same endeavour. I reassure her and other Members that the Government continue to support wholeheartedly the role that school collaboration and partnerships play in achieving our goal of a high-performing, self-improving education system, which includes the role of co-operatives.

[Mr Sheerman]

The Minister is the acceptable face of the Conservative party, as is the hon. Member for Wycombe (Steve Baker), but they are atypical. The fact of the matter is that we need a real commitment to change the law. That is what we want. We do not want to muck around. We have got 837 schools. We want a change in the law, for a faster expansion—

[Mrs Anne Main (in the Chair)]

Order. Interventions should be brief and in the form of a question.

[Mr Timpson]

I like to think that I am typical of the Conservative party, and I am sure that the hon. Gentleman feels the same about himself and his party. It is clear that there is a determination to drive up standards across our education system. He will appreciate that we are in the last few weeks of this Parliament, so there will be no time to change legislation. Nevertheless, we must increase and better understand the evidence base, so that co-operative schools can show the impact they are having and we can possibly widen their remit and potential in future.

The hon. Member for Sheffield, Heeley has met Lord Nash, and as part of her exchange with the Secretary of State for Education, she was invited to provide evidence on why we should accede to some of her suggestions, both legislative and otherwise. I look forward to receiving that evidence in due course.

[Meg Munn]

Significant evidence has already been provided. With all due respect to the Minister, for whom I have a lot of time, the problem is that the evidence is there and the opportunity was there with the Deregulation Bill, but this has simply been blocked.

[Mr Timpson]

The hon. Lady received a letter from the Secretary of State on 11 February that set out the Government’s position on the legislation and the amendments that were tabled in both this House and the other place. She will appreciate that the position articulated by the Secretary of State in that letter makes it clear that additional evidence or arguments in support of the educational benefits are still required to reassure the Secretary of State that the changes would be worth while. The hon. Lady will appreciate that that issue falls outside my portfolio. The best I can offer is to take back her clear sense of the direction that we need to follow. If she wishes to provide any further and better particulars to support her argument, I will endeavour to ensure that they are shared as soon as possible.

We are seeking to ensure that we are able to deliver better results, year on year and right across the education system. Inspection data show that more schools are now rated as good or outstanding than at any time since Ofsted was created in 1992. Based on the most recent inspections, 81% of all schools are outstanding or good. Since 2009-10, the proportion of schools rated less than good has decreased from 33% to 19%. As part of that process, the values of co-operative trust schools are ones that the Government share. They are good values. They were given a strong airing in our previous debate, and I would reiterate them all today, particularly the importance of shared responsibility for problems and designing solutions and of the people involved in a child’s learning having a real stake in that learning.

I am pleased to note the role of the co-operative movement as a sponsor of schools that require extra support and the increasing number of co-operative schools that are choosing academy status, thereby becoming co-operative academies. Collaboration is a defining feature of the academies programme as well. The formal partnership arrangements for academies and maintained schools provide a framework for joint working in which the lines of accountability remain clear. The co-operative trust model is one of many that facilitate effective partnership working. It is true that the education system is increasingly diverse, and we are seeing many models emerge, such as multi-academy trusts and teaching schools. That is helping to increase the choice for parents and the support for schools. Parents are clearly aware of the co-operative movement in the education system because more of their children are being taught within it. There is clearly value for communities across the country, including my own constituency, in having that model available for education provision.

The hon. Lady asked about amending the legislation on maintained nursery schools—an issue that goes back to the previous Government and the Education and Inspections Act 2006—and I know that she has some regret that the opportunity to resolve the matter was not taken up at that stage. I am sure that, beyond 7 May, she will continue to fight to allow a co-operative trust to support a maintained nursery school in much the same way as it can a maintained school. The Government have supported collaboration in such institutions, with the sector already benefiting from the freedom to create partnerships, should that be the choice. Maintained nursery schools can already work with other local partners and the wider community, and they can federate with other schools and early years providers. A wide range of providers facilitate the parental choice that we all hold dear. That comes with a high degree of autonomy. Similar to our position on schools, the Government require more evidence of educational gain if we are to expand provision into the nursery arena, and we must look more closely at the fact that only a small percentage of overall providers could do that.

[Meg Munn]

One thing that I struggle with is that the evidence base for free schools is nowhere near as robust as the evidence base for co-operative schools. For example, the excellence that has been achieved in a multi-school trust in Birmingham is there for all to see. Why is the Department so resistant to supporting co-operative schools as an alternative model?

[Mr Timpson]

We have, of course, seen co-operative free schools emerge as well. The free schools policy is benefiting the co-operative movement and helping to increase the diversity of choice for parents. There is no reluctance, and there is no attempt either to suppress or deny the expansion of any type of school. The issue is one of empowering parents to make the decision to expand provision if they feel that there are not enough good school places in their area. On Monday, I visited Cheadle Hulme primary school, a new free school that will be opening soon to meet the need in an area with mixed advantage but a particular lack of places. That is a good example of how the flexibility that we have provided to the education system is allowing parents, outstanding head teachers, charities, and others with an interest in boosting education throughout the country, the opportunity to do just that.

[Steve Baker]

The hon. Lady opened her speech with a clear summary of what the Prime Minister has said. As Conservatives, surely we should believe in a dynamic process of discovery. Although I admire my hon. Friend the Minister’s noble defence of the Government’s position, is it not time that we allowed some of these schools to expand at nursery level to discover whether they will succeed?

[Mr Timpson]

I applaud the passion displayed by my hon. Friend not only today but on many other occasions when he has advocated the co-operative movement, both at Cressex school in his constituency and elsewhere. He will appreciate that I am not the man with the manifesto in his hands, so I cannot give him any reliable information about what reassurance we might be able to provide in that document. Nevertheless, I hope that I am able to put across the fact that, in the expansion of co-operative schools that we are seeing—they are set to get into four figures by the end of next year—there has been no holding back of those who want to take that step. Ultimately, it should be for the individual school or community to make the choice that they feel best fits with the need in their local area. That is the right approach. Through the expansion of the academies programme, with more than 60% of secondary schools and 17%—and rising—of primary schools now having academy status, we have seen a real movement that helps to support and complement the co-operative movement in driving forward quality and higher standards in the education system.

[Meg Munn]

We could get to 5,000 co-operative schools in the next five years if we changed the law and made it easier. Why will the Government not sign up to give so many schools that opportunity?

[Mr Timpson]

No limit has been put on the expansion of co-operative schools under this Government; indeed, we have seen a huge rise. There is no cap and there has been no attempt to try to dilute that opportunity. With the hon. Lady’s huge influence in her party, I am sure that when she has some control over the manifesto that is being written, she will make co-operative schools a centrepiece of Labour’s offer. In saying that, I re-emphasise that the Government do hugely value the role of co-operative schools, but more importantly the people who work in them. They work extremely hard to ensure that children in their area get the best possible start in life. That should be the driving force for any of our efforts to support children into adulthood. I hope that we can do that in future.