Academy Status

Lee Scott Excerpts

Thursday 31st October 2013 Commons Chamber

[John Cryer (Leyton and Wanstead) (Lab)]

I applied for an Adjournment debate on academy schools because Snaresbrook primary school in my constituency was told some time ago that it was likely to become an academy. It is clear that the parents, governors, teachers, staff and surrounding community are opposed to that. The ward councillors, all three of whom are Conservatives, are also against it. The campaign is supported, impressively, by the hon. Member for Ilford North (Mr Scott) and by Redbridge council, which again is a Conservative local authority. By the way, Redbridge has invested a considerable amount in the school and has improved its fabric under very difficult circumstances over the past few months.

Snaresbrook has a very good history by any objective judgment and was always well regarded. Suddenly, in June, it received a bad Ofsted report and was put into special measures. That took everybody by surprise. Under a new head, Carel Buxton, the school has shown clear signs of improvement and it is clear to everybody in the community that, in the long term, it will re-establish its reputation as a good primary school.

I was therefore surprised to receive a letter a couple of weeks ago from Lord Nash, the Parliamentary Under-Secretary of State for Education, saying that, regardless of anything else, the school was to become an academy. Only this week, the hon. Member for Ilford North received an e-mail from the Department for Education saying that the school would not become an academy, but would remain as a maintained school. That was extremely welcome news.

[Mr Lee Scott (Ilford North) (Con)]

Does the hon. Gentleman agree that we must congratulate the parents and, as he rightly said, London borough of Redbridge council? We must also congratulate the hon. Gentleman himself, and everyone else involved—that probably includes me. We should thank the Department for Education, the Minister of State, and the Secretary of State for ensuring that Snaresbrook primary school is given the opportunity to continue the good work it has done in recent months.

[John Cryer]

I have no hesitation in agreeing with the hon. Gentleman about that, and I was about to praise him for his work in supporting the campaign for the school to remain a maintained school. A number of children from his constituency are at the school and we have worked together successfully on a number of issues in our area, of which this is the latest. I have no hesitation in praising Redbridge council for doing an excellent job. As I said, it has managed to invest £110,000 in the fabric of the school. That is pretty unusual given the scarcity of resources at the moment, yet the council managed it, and the local councillors deserve praise as well. I also thank the Department for Education.

There are, however, issues relating to the processes that lead to academisation—to use a fairly modern sort of phrase. Before I raise those with the Minister, let me make it clear that I am not making a party political argument. I was not a fan of academies when the Labour Government were in power—in fact, I was not a fan of quite a few things they did. I have not checked this, but a while ago I was reliably informed that I voted against my own side 84 times when we were in government. That must be some sort of record and it goes to show that I am not above having a crack at my own side if I think it necessary.

It is widely agreed that two things contribute to improvements in schools—good leadership and good teaching—but neither necessarily arises out of academy status. I am sure there are academies with good leadership and good teaching, but there are also state maintained schools that have both those things. Serious concerns have been highlighted in various media reports about the governance and accountability in academy schools and free schools, although we are focusing on academies.

We have seen stories in the press about chains of academies that are starting to form and which have been accused of moving investment from the schools to other things. Their chief executives are earning very high, perhaps inflated, salaries, and large sums are spent on hospitality and junkets. The Select Committee on Education is yet to look at the record of academies. I am sure it will find that there are good ones, but also that there are question marks over accountability and democratic processes, which are not in place.

The process by which schools become academies raises questions for the Department for Education. There are, for instance, conflicts of interest. On 20 December last year, the BBC revealed that at least four advisers contracted to work on the sponsored academies programme by the Department for Education are also Ofsted inspectors, which I would say was a conflict of interest. There are also a number who, according to the same report, have financial interests with academies and free schools but also work for the Department—again, there are questions to be answered.

On 13 February The Independent reported that the Department was busy offering money—in other words, inducements—to schools, which seems to have happened mainly in the north-west. It was reported that 32 schools in Lancashire were offered sums of £40,000, or slightly less, for that purpose. They were told, “If you become an academy, you will receive a cash injection of £40,000.”