Co-operatives in Education

Debate between Meg Munn and Kevin Brennan

Wednesday 23rd October 2013 Westminster Hall

[Meg Munn]

I thank my hon. Friend. That is a very good point and will, I hope, add strength to what we would like to see. When I put forward my Bill in April, the hon. Member for West Suffolk (Matthew Hancock), who is now the Minister for Skills and Enterprise, was on the ministerial Bench and was kind enough to speak to me afterwards and to indicate that he thought this was something the Government should be looking at. Unfortunately, my letter to him either got lost in his office or disappeared somewhere when there was a transfer of responsibilities, but I should be grateful if the Under-Secretary of State for Education, the hon. Member for Crewe and Nantwich (Mr Timpson), would take back with him a commitment to come back to me and to the hon. Member for Wycombe on the Government’s view on this issue.

I believe that legislation as simple as the measure that I have described—a simple amendment allowing the Education Acts to be amended to recognise these forms of school—could enable us to move forward relatively quickly and, as the hon. Gentleman said, would firmly put action behind the warm words that we have heard about co-operatives from the Prime Minister and other members of the Government.

However, I have not limited myself to just one clause in my ten-minute rule Bill, because that would mean that part of the change that is needed would be missed out. My second clause focuses on nursery schools, to which the hon. Member for Wycombe referred. Labour Members have to hold their hands up; the Education and Inspections Act 2006, passed by the previous Government, did not allow nursery schools to become school trusts, and so prevented them from becoming co-operatives. We need legislation to change that. It is important because co-operatives, by their nature, are based in a geographical area that serves a group of people, otherwise known as the local community. The idea that a co-operative trust could be a school from nursery through to secondary level, and perhaps through to further education—those are other potential areas for the development of co-operatives that I will not deal with today—is powerful. Allowing it to happen is relatively simple, and we should do it.

[Kevin Brennan]

My hon. Friend makes a strong point. About two years ago, I visited Upper Shirley high school in Southampton, which is part of a co-operative trust with an all-through arrangement that includes a local FE college. There is also a co-operative trust in Tiverton in Devon. If the Government were able to look at the issues with nursery schools, that could be a powerful force to promote such all-through co-operative development trusts.

[Meg Munn]

I entirely agree and am grateful for the example. The important aspect is that parents obviously first become involved with schools as institutions at nursery. They are often more likely to be present in the building, because they bring their children there, and possibly take part in parents’ groups, so if they were introduced to the values of co-operation at that point, they would see it as a normal way to get involved in their child’s education and schooling throughout the age groups.

One of the most powerful aspects of Sure Start, which the previous Government introduced, was that, in a non-threatening, non-stigmatising way, parents from all parts of society were made to feel welcome entering the building where their children were being supported in their education. I know from my constituency and my experience working in social services that many young parents who have had not good experiences in school do not like to cross the threshold, because doing so brings back bad memories. It is enormously powerful to involve, from that early point, the values of co-operation and support, and to say not only, “Come in, because your child is here,” but “Come in and have your say. We are all equal; all have equal membership.” From the first, it creates a different relationship between the parents and the people providing the education and support for children. The Minister should look closely at that second change.