Co-operatives in Education

Debate between Gavin Shuker and Andrew Gwynne

Wednesday 23rd October 2013 Westminster Hall

[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.