Free Schools

Debate between Nia Griffith and John Pugh

Tuesday 19th November 2013 Westminster Hall

[John Pugh]

I must correct the hon. Gentleman; I have a master’s in education and a diploma somewhere, but they have no relevance to my teaching capacities. I never found that they were terribly instructive.

On the positive side, the argument for free schools is that they are set up by parental demand. That partly explains the good results. The biggest factor correlating with educational success is parental support. Enthusiastic parents produce enthusiastic kids, who get good results. We should not be surprised if free schools achieve marginal educational improvements. The key selling point for the Government has always been that free schools are innovative and diverse, in a way that state schools seem not to be expected to be.

I wonder whether, twenty years on, a free school will have settled down to a clear recipe that it understands, and will be producing clear results that it understands. Even if that does not happen, why should not the innovation and flexibility that free schools are given be on the menu for all schools? If they are good things, they should be given to schools regardless of their structure or character—to LEA schools as well as free schools.

The LEA’s role is extraordinarily helpful, and has been mentioned by the hon. Member for Sefton Central (Bill Esterson). It does not spend most of its time interfering with schools and telling them exactly how and what to teach; we can safely allow the Secretary of State and Ofsted to do that. By and large, its job is to advise, support and co-ordinate, and to step in when difficulties arise. That brings me to my main point.

By serendipity—it is a fine thing—I was contacted a few days ago, not knowing that the hon. Member for Gateshead would suggest this debate in such a timely way, by someone who had a problem with a free school. I shall not name the school, except to say that it is not in my constituency; it is a lot nearer to where we are today than to my constituency. However, the problem that is described tells us something about what is wrong with governance in free schools, and about what may be going wrong with the experiment. It results from some straightforward playground bullying, and parents getting involved, as they often do, in defence of their child—both the bully and the one being bullied. The issue spiralled alarmingly, because after a while parents became aggressive towards one another.

My e-mail came from a mother, who sent her child to a free school because she believed that such a school was a wholly good idea—she had no problem with that—and because she had had difficulty getting her child into other schools in the area:

“It was reported to us that at the Parents Forum Meeting…parents not present when the assault took place were openly discussing the incident”—

between two parents and two children—

“whilst the representatives of the school sat and said nothing. The Parents Forum Meeting then descended into chaos. A small number of aggressive parents hijacked the meeting and began shouting and yelling…Eventually the Chairman asked one of the most aggressive and disruptive parents to leave”

but that parent refused. The e-mail says:

“The Chairman, Head Teacher and Deputy Head, were speechless in their shock”

and did nothing to try to change events. Parents

“apparently left the meeting in distress, whilst others felt for their safety. The meeting was…abandoned. The Chairman has also since told me that the only reason he was chairing the meeting…was because no one else would do it, that he’d had to cancel a dental appointment to be able to attend and that after what happened he really wished he’d gone to the dentist.”

Subsequently, the parent who contacted me spoke to the deputy head.

“He had no words. He was completely speechless and could not give me any guidance or assurance that the school had the matter under control.”

My correspondent tells me

“We feel that this situation should never have been allowed to get to this point and believe it has, simply because some parents have been allowed to feel for far too long, that they are in charge and that the school answers to them. This I feel is partly because Free Schools appear to request parental involvement in the way the school is guided, and the schools appear not to be adequately equipped to deal with situations when they become difficult, and have”—

this is a key point—

“no higher level of management to turn to for support, other than perhaps their own boards of trustees who, in this case, appear not to be professionally experienced in the education sector.”

The e-mail continues:

“I am unsure whether or not the school were aware of their legal footing, but I do know that a number of parents, including myself, sent them links and documents to various websites including the Department of Education guidelines with regards to bullying outside of school, and how to manage anti social parents behaviour. They seemed uninterested in this and told me that they had consulted a lawyer and there was nothing more they could do with regards the aggressive and intimidating behaviour of parents.

What struck me as most concerning was that the management of the school appeared to have no idea as to their legal rights, or what they could or could not do to address the situation. The Head Teacher appeared to need to consult the Chairman of the school trust for guidance and in turn the chairman had to seek independent legal advice on what action he could tell the Head Teacher to take.”

The writer—someone who chose to send her child to a free school—concludes:

“We feel that our children have become part of a wider social experiment; new schools are clearly needed but why largely rely on people with little or no experience of running schools to set them up and manage them? We now believe this is a dangerous experiment...Free schools are a tempting option when so many state schools are either over subscribed or failing to offer a decent level of education. It is apparent that no guidance is being given by the State, nor is anyone monitoring what is going on”.

[Nia Griffith]

Does the hon. Gentleman agree that the whole point of local authority intervention was that it could so often help the inexperienced head teacher or governing body, and pre-empt that type of situation? His correspondent has pinpointed the complete lack of anyone to turn to when things get difficult.

[John Pugh]

The hon. Lady is spot on. I have another, briefer e-mail from another parent at the same school, about the children’s day-to-day circumstances. The school is in an office block.