Free Schools and Academies in England

Nick Gibb Excerpts

Wednesday 5th December 2018 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Davies. My career has come to a point where I am now serving under people who I entered Parliament with in 1997, such is the level of seniority that they have reached.

[Geraint Davies (in the Chair)]

About time too.

[Nick Gibb]

Indeed. I congratulate my right hon. Friend the Member for Chelsea and Fulham (Greg Hands) on securing the debate and on his passion and commitment to ensuring that pupils in his constituency fulfil their potential through high-quality schools and education. Thirteen academies and free schools have opened in Chelsea and Fulham since 2010, and I congratulate the teachers, headteachers and all the staff who have dedicated their time to ensuring their success. That includes those who have been involved in establishing Fulham Boys School, of which my right hon. Friend is a patron.

My right hon. Friend talked about a number of free schools. He mentioned Kensington Aldridge Academy, where the excellent headteacher, David Benson, has pushed up academic standards and stewarded it and its pupils through the tragedy of Grenfell Tower. That included a year in temporary accommodation for some pupils and a successful return. My right hon. Friend also mentioned West London Free School, where the headteacher, Clare Wagner, is doing an excellent job with very high academic standards. Watching this debate is Mark Lehain, who established Bedford Free School and was one of the first pioneering headteachers. It has been a hugely successful programme and my right hon. Friend is right to point out its successes.

The hon. Member for Wythenshawe and Sale East (Mike Kane) needs to be a bit more rigorous in his research than simply clicking through Google. For example, school academies’ accumulated surpluses amount to something like £4 billion. Excluding fixed assets and pension liabilities, the sector’s net assets have increased by £0.2 billion, from £2.6 billion in 2016 to £2.8 billion in 2017. He also referred to accountability. The whole essence of the free schools and academies programme is based on evidence from the OECD that shows that high- performing education systems around the world have two things in common: professional autonomy, combined with very strong accountability. The accountability system for our academies is stronger than it has ever been.

The hon. Member for Wythenshawe and Sale East also raised specific issues about related party transactions, and I want to address that. We have changed those arrangements so that from April next year those transactions will be transparent and receive more oversight. Academy trusts will be required to declare all related party transactions to the Education and Skills Funding Agency in advance and seek its approval for those that exceed £20,000 either individually or cumulatively. He has said in other debates in the Commons that there have been more than 100 closures of free schools. Again, I am afraid that his facts are wrong. As of 1 November this year, 13 free schools have closed since the beginning of the programme. In addition, seven new university technical colleges and 21 studio schools have closed. In total, that amounts to 41 free schools, UTCs and studio schools closing since the programme began, not the number he cites.

[Mike Kane]

Does the Minister not include the collapse of, say, the Wakefield City Academies Trust, which had 23 schools? That is another trust that collapsed.

[Nick Gibb]

Those schools have not closed; they have been re-brokered very successfully to others. The essence of the free schools and academies programme is that we do not allow schools to languish in special measures year after year, which in essence is what was happening when those schools were under local authority control. We take very swift action where schools underperform, and we will not change the law that requires schools to become academies once they go into special measures, because that is how we get improvement. I will come on to some of the examples of how that works in due course.

Every child in this country, regardless of where they live or their background, should have the opportunity to benefit from the very best education. Free schools and academies have shown that professional autonomy in the hands of able headteachers and teachers can deliver a world-class education. For example, Dixons Trinity Academy, a free school in Bradford, achieved extraordinary results in 2017. Its first set of GCSEs placed it among the top schools in England for the progress achieved by its pupils. Strikingly, the progress score for pupils from disadvantaged backgrounds was higher than that for the whole school, including more affluent peers. That school and many others show that socioeconomic background should not and need not be a barrier to academic success.

Leading multi-academy trusts, often led by inspirational headteachers, demonstrate that excellence need not be restricted to isolated schools. Thanks to a forensic approach to curriculum design and the implementation of evidence-based approaches to managing behaviour, the Inspiration Trust in Norfolk and the Harris Federation in London—two of the best performing multi-academy trusts—have conclusively demonstrated that all pupils can achieve whether they live in coastal Norfolk or inner-city London.

[Alex Cunningham]

It is good to hear the Minister continue to celebrate the success of our schools, but I still wonder about those that are not quite so successful and the support services they require. In the past week Ofsted has delivered a damning indictment of the education of those with special educational needs, describing the service as “disjointed and inconsistent”. The Guardian reported that the annual report of Amanda Spielman

“drew attention to the plight of pupils with SEND, warning that diagnoses were taking too long, were often inaccurate, and mental health needs were not supported sufficiently.”

Surely those are things that Ministers should be attending to, rather than just celebrating the successes.

[Nick Gibb]

We are attending to all those issues. As a Government, we take mental health issues extremely seriously. That is why earlier this year we published the Green Paper on young people’s mental health, which will transform the quality of mental health support at every level in our school system across the country. The hon. Gentleman is right to raise the issue of high needs funding, which we take very seriously. High needs funding has increased from £5 billion in 2013 to £6 billion this year, but we are aware of increasing cost pressures on the high needs budget, and we are aware of the causes. We have listened carefully to his lobbying today, and to that of other colleagues and schools that have raised those issues. We take those concerns extremely seriously.

The whole essence of the free schools and academies programme is to empower teachers and headteachers and to promote the importance of innovation and evidence. Power is wrestled away from the old authorities. Ideas are weighed and, if they are found wanting, can be discarded. There has been a resurgence—a renaissance —of intellectual thought and debate about pedagogy and the curriculum that used to be vested only within the secret garden of the universities. Now it is debated rigorously by thousands of teachers across the country.

Free schools have challenged the status quo and initiated wider improvement, injecting fresh approaches and drawing in talent and expertise from different groups. There are now 442 open free schools, which will provide more than 250,000 school places when at full capacity. We are working with groups to establish a further 265 free schools. In answer to Alun Ebenezer, the headteacher who runs an excellent school in my right hon. Friend’s constituency, the free school programme is thriving.

Thanks to powers granted by the Government and the expansion of the academies and free schools programmes, teachers and headteachers now enjoy far greater control over the destiny of their school. Decision making has been truly localised and professionalised. These extraordinary schools are changing what is thought to be possible and raising expectations across the country. They are an example to any school seeking to improve. Whether we look at Reach Academy in Feltham, Dixons Academy in Bradford or Harris Academy Battersea—all with high pupil progress scores—we see that there are some obvious similarities.

All of the schools that I have mentioned teach a stretching, knowledge-rich curriculum. Each has a strong approach to behaviour management so that teachers can teach uninterrupted, and they all serve disadvantaged communities, demonstrating that high academic and behavioural standards are not and must not be the preserve of wealthy pupils in independent schools. Indeed, Harris Westminster, a free school that opened in 2014, which has close ties to Westminster School and draws pupils from across London, has reported that, with 40% of its pupils from a disadvantaged background, 18 pupils went to Oxbridge last year.

All around the country the Government have built the foundations of an education system through which teachers and headteachers control the levers over school improvement and parents exercise choice, shifting decision making from local education authorities and handing it to local communities and the teaching profession. With an intelligent accountability system to maintain high standards, innovative schools collaborate and compete with one another to improve teaching, the quality of their curricula and retention of staff.

Two thirds of academies are converter academies, and many have become system leaders within multi-academy trusts by helping other schools to improve. More than 550,000 pupils now study in sponsored academies that are rated good or outstanding. Those academies often replaced previously underperforming schools, so when the hon. Member for Wythenshawe and Sale East says that he wishes to disband or end the autonomy that comes with the academies and free schools programme, he is saying that he would not have enabled the 550,000 pupils who were languishing in underperforming schools to be given the opportunity to be taught in much higher performing schools, thus taking away opportunities as an enemy of promise and social mobility.

As at August 2018, 89% of converter academies were rated good or outstanding by Ofsted. Results in primary sponsored academies continue to improve. The percentage of pupils reaching the expected standard in reading, writing and maths in current sponsored academies was 42% in 2016, and in 2018 it was 57%. Academies and free schools are driving up standards all over the country. Queen’s Park Junior School in Bournemouth was placed in special measures in May 2011. In the same year only 50% of pupils achieved level 4 or above in reading, writing and maths, compared with the national average of 67%. In September 2011 Ambitions Academies Trust started working with the school, and in October 2012 Queen’s Park Academy became part of Ambitions Academies Trust as a sponsored academy. Queen’s Park Academy was judged outstanding in all areas by Ofsted in June 2014 and is now providing support for other schools in the trust. In 2017 the school’s writing and maths progress scores were both above average, at +2.3 and +1.4, and 78% of pupils achieved the expected standard in reading, writing and maths.

WISE Academies in the north-east of England has taken on nine sponsored academies since 2012. The trust is making the most of its autonomy—the autonomy that the hon. Member for Wythenshawe and Sale East wants to remove—and has reduced teacher workload through efficient lesson planning and by sharing resources. It is innovative in how it teaches, embedding maths mastery techniques from Singapore into its maths curriculum. As a result, every school that has been inspected since joining the trust has been judged to be either good or outstanding.

Free schools are among the highest performing state-funded schools in the country, with pupils at the end of key stage 4 having made more progress on average than pupils in other types of state-funded schools. In 2018 four of the top provisional Progress 8 scores for state-funded schools in England were achieved by free schools.

[Greg Hands]

I thank my right hon. Friend for his excellent exposition of the success and brilliance of so many of our free schools. I do not expect him to make a policy pronouncement today, but will he take on board some of the comments I made in relation to ESFA and the complaints I have heard from various parent groups trying to set up free schools—some successful and some unsuccessful—particularly in an area such as mine where the crucial question is always about the ability to secure the site and, in their view, the bureaucratic approach taken to site selection and delivering financing?

[Nick Gibb]

Yes. My right hon. Friend anticipates the point I was coming to. As he knows, the Fulham Boys School is currently in temporary accommodation and the Department is working hard to ensure that a permanent site will be ready as soon as possible. All parties are working to deliver the site as early as can be achieved, but it remains, as he knows, a complex project. I am aware of people’s concerns about the site. It is a difficult challenge to find a site, particularly in London, but we have more than 400 free schools being established. With any large projects we will find delays and problems, but they are achieved, which is why we have more than 400 successfully opened free schools.

As I was saying, in 2018 our top 10 provisional Progress 8 scores for state-funded schools in England were achieved by free schools, by people who persevered through all the problems of finding a site and getting a school opened. For example, William Perkin Church of England High School in Ealing, Dixons Trinity Academy in Bradford, Eden Girls’ School in Coventry and Tauheedul Islam Boys’ High School in Blackburn are in that top 10. The latter two were opened by Star Academies, which has grown through the free schools programme, from running a single school in the north-west to running 24 schools across the country, made up of nine academies and 15 free schools, and it has approval to open two additional free schools. Of the 10 that have had Ofsted inspections since opening or joining the trust, all have been rated outstanding. That is the kind of programme that the Labour party wants to stop happening in future, denying young people the opportunity of having an excellent education, but the approach works. The free schools and academies programme demonstrates, as I have cited, the benefits of strong trusts and strong collaboration.

Converting to an academy is a positive choice made by hundreds of schools every year, to give highly able teachers the power to make their own decisions; the breathing room to be creative and innovative; and the freedom to drive improvements, based on what they know works for their pupils. My hon. Friend the Member for Henley (John Howell) cited the example of the Europa School that converted from the independent European School into a free school. We were very pleased to authorise that new free school to teach the European baccalaureate rather than A-levels and GCSEs. Wary of the risk of being made to drink a shot of rum, I will say that the future of that qualification will depend on discussions with the European Schools system post-Brexit.

We want to go further to make sure that no one is left behind. We want to extend the free schools programme to areas of the country that have not previously benefited from it.

[Alex Cunningham]

I am grateful to the Minister for giving way on that point about extending the programme to other areas. My impression is that the vast majority of free schools tend to be opened in the more leafy areas where there is less deprivation. What evidence does he have—perhaps he could write to me—about the number of free schools opened in areas of high deprivation and how they are achieving great things?

[Nick Gibb]

Some 50% of free schools have been opened in areas of deprivation. There has been a determination to ensure that free schools are opened in areas of disadvantage that have been poorly served by the schools system in the past. I will be happy to respond to the hon. Gentleman’s earlier invitation to visit schools in his constituency to see at first hand how they use the programme’s autonomy and freedoms to raise standards.

Earlier this year we launched the 13th wave of free schools, targeting the areas of the country with the lowest standards and the lowest capacity to improve. Those are the places where opening a free school can have the greatest impact on improving outcomes. The application window for wave 13 closed on 5 November. We received 124 applications from both new providers and experienced multi-academy trusts. We are assessing the proposals and will announce successful applications in the spring. We will launch the 14th wave of free schools shortly, demonstrating again to Mr Ebenezer and others that the free school programme continues to thrive, albeit with one threat on the horizon: the Labour party is committed to ending the programme.

This summer we launched a special and alternative provision free schools wave. By the deadline in October we had received 65 bids from local authorities, setting out their case for why a new special or AP free school would benefit their area. In the new year we will launch a competition to select trusts in the areas with the strongest case for a new school. We are also continuing to accept proposals for maths schools from some of our best universities, having already seen excellent results reported by both existing maths schools, Exeter Mathematics School and King’s College London Mathematics School. Those schools have exemplary A-level results in maths, physics and further maths.

I am grateful to my right hon. Friend the Member for Chelsea and Fulham for the support that he has given to the free schools programme. Some important points have been raised, and I welcome the opportunity to discuss a central part of our education policy and to share some examples of the excellent work in academies and free schools throughout the country. Since 2010 our education reform programme has brought new levels of autonomy and freedom for schools, with clearer and stronger accountability. There are many examples of academies, and the multi-academy trust model, bringing about rapid and effective improvement in previously underperforming schools.

Since 2010 we have been unflinching in our determination to drive up academic standards in all our schools, and to drive out underperformance in our school system. Our ambition is for every local school to be a good school, to close the attainment gap between pupils from different backgrounds, and to ensure that every pupil, regardless of their background or where they live, can fulfil their potential.

[Geraint Davies (in the Chair)]

I invite Greg Hands to wind up the debate briefly.