Co-operatives in Education
Debate between Jesse Norman and Gavin Shuker(11 years, 1 month ago)
Westminster HallRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
Gavin Shuker
My hon. Friend does not anticipate my remarks, as is often said when someone makes a good point that we would like to adopt. He does, however, pre-empt my central argument about the distribution of power in the education system. How do we reap the benefits of allowing people to get on and lead in their own context, while sharing the responsibilities and ensuring that abuses of power do not take place, without sidestepping effective governance? That is where I believe that co-operative schools can be truly helpful.
In my own experience of mixed provision of education, public interest units can sometimes run schools autonomously, which can be good for local authorities. In Luton, two of our high schools became academies under the previous Government’s academies programme, which was designed for schools that were struggling to keep up with others. A further education provider came in and ran those schools. There has been, and continues to be, a strand of scepticism and concern in the community when schools are taken over, which we must acknowledge, but the education provider had a trusted relationship with the local authority and was able to step in and improve results.
A free school has opened in the centre of my constituency. It seemed bizarre to me that the only way in which we could get the basic primary school allocation of places was to bar the local authority from running the school, but we had to find a way to get that allocation, because there is a massive push on places. We found an arm’s-length council body to run the free school. It was a good example of how to use the existing system and to link it back into the community, and I believe that it is a really positive development.
In the mix of those different models, I believe that the co-operative model presents one of the best ways in which to harness elements of the co-operative tradition, even now, when the Labour party does not control but seeks to shape education policy in opposition. We should encourage local authorities and others to adopt the co-operative model to ensure that we reap the benefits of choice and autonomy in the education system. I note the comment of Peter Laurence, who is development director in the Brigshaw Federation, one of the first co-operative trusts in Leeds:
“We could all see the direction of travel of Government policy and the rapidly changing role of the LA. To us self-help is a natural solution.”
Is that not exactly the point? From the rich traditions of the co-operative movement, we find mechanisms that are appropriate to us today.
Jesse Norman
I am reluctant to introduce a note of discord into a debate that has been remarkably harmonious and valuable, but does the hon. Gentleman recognise that there is a potential conflict between the co-operative nature of a school and the demands of the unions, which may sometimes find themselves in opposition, as they have been in other areas of public service?
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.