Co-operative Schools

Debate between Steve Baker and Edward Timpson

Wednesday 11th March 2015 Westminster Hall

[Mr Timpson]

We have, of course, seen co-operative free schools emerge as well. The free schools policy is benefiting the co-operative movement and helping to increase the diversity of choice for parents. There is no reluctance, and there is no attempt either to suppress or deny the expansion of any type of school. The issue is one of empowering parents to make the decision to expand provision if they feel that there are not enough good school places in their area. On Monday, I visited Cheadle Hulme primary school, a new free school that will be opening soon to meet the need in an area with mixed advantage but a particular lack of places. That is a good example of how the flexibility that we have provided to the education system is allowing parents, outstanding head teachers, charities, and others with an interest in boosting education throughout the country, the opportunity to do just that.

[Steve Baker]

The hon. Lady opened her speech with a clear summary of what the Prime Minister has said. As Conservatives, surely we should believe in a dynamic process of discovery. Although I admire my hon. Friend the Minister’s noble defence of the Government’s position, is it not time that we allowed some of these schools to expand at nursery level to discover whether they will succeed?

[Mr Timpson]

I applaud the passion displayed by my hon. Friend not only today but on many other occasions when he has advocated the co-operative movement, both at Cressex school in his constituency and elsewhere. He will appreciate that I am not the man with the manifesto in his hands, so I cannot give him any reliable information about what reassurance we might be able to provide in that document. Nevertheless, I hope that I am able to put across the fact that, in the expansion of co-operative schools that we are seeing—they are set to get into four figures by the end of next year—there has been no holding back of those who want to take that step. Ultimately, it should be for the individual school or community to make the choice that they feel best fits with the need in their local area. That is the right approach. Through the expansion of the academies programme, with more than 60% of secondary schools and 17%—and rising—of primary schools now having academy status, we have seen a real movement that helps to support and complement the co-operative movement in driving forward quality and higher standards in the education system.

Co-operatives in Education

Debate between Steve Baker and Edward Timpson

Wednesday 23rd October 2013 Westminster Hall

[Mr Timpson]

The hon. Gentleman is absolutely right. No one size fits all and, as we know from schools in our constituencies, there is no blueprint that will make every school successful. My hon. Friend the Member for Wycombe reminded us earlier that the first co-operative free school will open next year in Swanage, and the first co-operative alternative provision free school will open in Harlow in 2014. Those are two examples of how different types of model can be nurtured to meet the needs of particular areas.

Collaboration, which is a feature of the values we have been discussing, manifests itself in several different ways, one of which is the academies programme. Other formal partnership arrangements may work for different communities in relation to both academies and maintained schools, so long as they provide a framework for joint working, with clear lines of accountability, and preserve the intrinsic values of autonomy and liberty that my hon. Friend spoke about.

[Steve Baker]

May I correct an error that I made earlier? I should have paid tribute to Katy Simmons, the chair of the governors of Cressex community school, and Mervyn Wilson, the principal of the Co-operative College, who have helped me to understand that the co-operative movement is striving for autonomy and self-government. While I do not wish to argue about party, it seems to me that the Government are trying to drive people to make the most of their in-built, inherent talents and to exercise freedom and responsibility in relationships, which is all moving in the direction of co-operatives. I am grateful to the Minister for his approach to the subject, but I hope that he will go back to the Department and ask it to produce the Bills that will make that a reality.

[Mr Timpson]

I am grateful to my hon. Friend. At this juncture, I should perhaps talk about the ten-minute rule Bill introduced back in April by the hon. Member for Sheffield, Heeley. Some of its provisions related to the status of industrial provident societies and the existing legal barriers that she has identified, as well as to the role that nurseries may play in the co-operative movement.

As the hon. Lady will know, by virtue of having brought in the Bill, some elements of the 2006 Act preclude nurseries from inclusion in such co-operative trust arrangements. We are currently consulting on measures to make it easier for schools to extend their age range downwards—for example, from five to 11 for primary schools, to three to 11—so nursery classes in those schools would be able to adopt co-operative ideals. I anticipate that she will understand that some nurseries will therefore still exist outside the extended school system and that it is not possible for them to be trusts.

I will undertake, first, to ensure that the hon. Lady receives a full and proper reply from my Department and, I assume, the Department for Business, Innovation and Skills—the Minister for Skills and Enterprise, my hon. Friend the Member for West Suffolk (Matthew Hancock) is a Minister in both Departments—to her inquiry in relation to her Bill. Secondly, I will consider whether it would be of assistance to have a meeting with her and my hon. Friend the Member for Wycombe to discuss both how we measure the success of the co-operative movement as it has begun to grow over the past few years, and where it fits into the jigsaw of educational provision that is now available. I am happy to take that back and ensure that it is given full attention.