School Governors

Robin Walker Excerpts

Wednesday 24th October 2012 Westminster Hall

[Andrew Stunell]

I suspect, Mrs Main, that you would rule me out of order if I answered that question, because it is important to focus on the issues before the Chamber.

Clearly—this is where I challenge my hon. Friend the Member for Stroud—any Government, if they see the need for change and reform, would be strongly tempted. He talked about changing the balance between stakeholders and skills, and I want to challenge that proposition because it is not a dichotomy. It is not a choice between stakeholders or skilled governors, but a question of ensuring that stakeholders are skilled to retain local community accountability. We jump from the frying pan into the fire if, instead of democratic local education authorities and a democratically accountable Secretary of State, we have professionalised experts with special skills running our schools with no special links to the pupils or staff and no democratic accountability. I want to pull back on what he said, and I remind my hon. Friend the Minister that we do believe in localism and accountability to the local community—both to the local community of parents and the broader community—that every school serves.

The net effect of the changes that have been made in the past few years is that governors have more power and responsibility, which means they need more skills and focus. I agree with my hon. Friend the Member for Stroud that we need to boost and build that.

There is a significant difference in scale and professional need between a secondary school and a primary school. Here, again, I want to make a localism point. Governments have a strong tendency—I experienced this myself, both in government and out of government—to imagine that there is a solution that addresses all the problems. I urge a flexible approach. We should understand that schools come in different sizes and shapes. A secondary school may have a turnover each year of more than £1 million, while a primary school might have a turnover of just a small fraction of that. We need to ensure that we do not over-engineer what we are asking.

Several references have been made to Ofsted. Schools are, of course, required to meet the standards of Ofsted. Whether, in a democratic structure, schools should be accountable to Ofsted is a moot point, but one of the things that is happening now and will happen more in the next year or so is that, even when a school’s results and teaching standards meet Ofsted’s criteria, it may now fail because it does not meet the governance criteria. It is right that there should be such tests of governance and that those tests should be done by Ofsted, but I suspect that quite a number of school governing bodies across the country are in for a bit of a surprise when they realise that they cannot bumble on in their traditional relationship with their head teachers and school bodies and excel as far as Ofsted is concerned.

I believe hon. Members and the Government need to recognise and support the role and development of governors. They are a crucial link in the delivery of good education to our children, and they are at a crucial point in challenging the professionals on what they are doing in the classroom and how they are doing it. Governors are often hard-stretched volunteers, strong on commitment and enthusiasm, but without the range of skills they need to be fully effective. Increasingly, they are the people who not only pass judgment but are themselves being judged on the quality and effectiveness of the education that their school delivers.

What do I think should be done? We have been strong on what might be called “brave words,” but what ought to be done? We should pick up on the Government’s report of two years ago, in which the Government asserted that school governors are a vital part of the education system who are traditionally undervalued and do not have the respect and support that they deserve. We now need to turn that absolutely correct statement of intent into real action. The plea made by the right hon. Member for Exeter (Mr Bradshaw) for mandatory induction training for governors is something the Government could take on board. Additionally, imposing a training duty without considering the cost would be a mistake when schools are under pressure. Obviously, the degree to which schools are under pressure is different in different places, but all schools face real budgetary challenges over the next few years and, desirable and essential as training is, imposing that through any system without the matching resources would be a betrayal of what the Government are attempting to do to improve educational standards.

[Mr Robin Walker (Worcester) (Con)]

I am grateful to my right hon. Friend for giving way and to my hon. Friend the Member for Stroud (Neil Carmichael) for securing the debate. I apologise for missing some of the opening remarks.

My right hon. Friend points out the financial challenges that a number of authorities and schools are facing and with which governors are grappling, but does he agree that, for governors to be able to do their jobs well and to do their best for their school, transparency and clarity in education funding is absolutely vital so they know where they are heading? Will he join me, therefore, in calling on the Government to provide greater transparency on the new funding formula as soon as possible, certainly before the next general election?

[Mrs Anne Main (in the Chair)]

I am sure the right hon. Member for Hazel Grove (Andrew Stunell) will stay within the remit of the debate.