Oral Answers to Questions
Debate between Steve Brine and Lucy Powell(6 years, 10 months ago)
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Steve Brine
The hon. Gentleman is right that NHS England has been negotiating changes to the premises cost directions, which govern how we manage premises costs for general practitioners, but that is not the reason for the delay. We are working through the detail of the content of the scheme and it is not yet at the point of seeking approval. At the end of the day, this is public money and I think that the hon. Gentleman and everybody in this House would expect me to make sure that things are done properly.
Lucy Powell (Manchester Central) (Lab/Co-op)
Oral Answers to Questions
Debate between Steve Brine and Lucy Powell(7 years, 1 month ago)
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Steve Brine
I am aware that my hon. Friend has been concerned about this for a long time. An independent review of Future Fit is taking place, and he will know that Professor Simon Brake has been appointed as the independent chair of the joint committee of CCGs, agreed between them both. The review will report in July and be considered by the local CCGs before next steps, including on public consultation, are decided. Clear rules apply to any significant reconfigurations and I expect these to be followed in Shropshire as anywhere else.
Lucy Powell (Manchester Central) (Lab/Co-op)
Patients at the Manchester Royal infirmary with serious congenital heart problems found out last week that the services will now no longer be provided in Manchester, or in fact anywhere in the north-west, due to a Government review of services which means that staff cannot be retained and recruited. What has the Minister got to say to those patients who now have to go to Leeds or Newcastle to get the lifesaving surgery that they need?
Steve Brine
I understand that this is an independent review of services, and it will report in due course.
Schools White Paper
Debate between Steve Brine and Lucy Powell(8 years, 4 months ago)
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Lucy Powell
My hon. Friend makes a very good point.
Only today, Ofsted has reported that the performance of secondary schools in Reading is “not strong”. Eight out 10 secondary schools in Reading are already academies and are directly accountable to the Secretary of State. Why has she failed to improve those academies, and what is the Government’s school improvement strategy for that and other areas?
Lucy Powell
I will take some interventions later, but I am going to make some progress.
The Government claim that there are more children today in good or outstanding schools than there were in 2010, as proof that academisation leads to school improvement. However, the Secretary of State knows that, as ever, she is being selective with her figures. The truth is that the vast majority of those new good and outstanding places are in primary schools, where academisation is limited. Moreover, according to Ofsted, the number of pupils in inadequate secondary schools has risen by a staggering 60% over the last four years where academisation has taken hold significantly. Not for the first time, the Government’s selective use of statistics and their dubious link between cause and effect do not withstand any scrutiny. Perhaps that is why the Conservative majority Select Committee on Education recently concluded, after an extensive inquiry:
“Current evidence does not allow us to draw conclusions on whether academies in themselves are a positive force for change”
and:
“There is…no convincing evidence of the impact of academy status on attainment”.
Lucy Powell
My hon. Friend makes another excellent point.
On curriculum freedoms, the Secretary of State and I both know that the autonomy the Tories say they are providing just does not exist. During the past five years, parts of the curriculum have been personally drafted by the Education Secretary and then circulated for sign-off among Cabinet Ministers. This sort of ministerial diktat on the curriculum puts schools into a straitjacket. In fact, what we are actually seeing with academisation is a further narrowing of curriculums as schools aim to improve their Ofsted judgments on an increasingly narrow set of measurements.
While the academy programme was originally about bringing new partners and innovation into the system, a wholesale academisation programme will undoubtedly create an increasingly sclerotic and one-dimensional system. It is no wonder that the chief executive of England’s largest academy chain, Academy Enterprise Trust, recently admitted that there is in fact less autonomy for schools in multi-academy trusts than there is for local authority schools.
Lucy Powell
If the hon. Gentleman wants to comment on that, I am more than happy for him to do so.
Steve Brine
No, my intervention is not about that, but I thank the hon. Lady for giving way. She is being very generous with her—or probably our—time. She asks us to support the motion on the Order Paper, which is in her name and that of the Leader of the Opposition. This point came up at Prime Minister’s Question Time earlier. She says that the White Paper proposes the removal of parent governors from school governing bodies, but paragraph 3.31 on page 51 of the White Paper makes it very clear that it will not do so. Clearly, she did not have an opportunity to clarify that during PMQs, but will she now take the opportunity to strike that phrase from the motion?
Lucy Powell
I am happy to clarify that the Government propose to remove the requirement for parent governors. If the hon. Gentleman wants to have a semantic debate about that, it is in the White Paper, on the page to which he referred. The Secretary of State will have the opportunity to talk about that in a moment.
That brings me to the evidence for and the performance of multi-academy trusts—MATs—or chains as they have become better known. It may come as a surprise to many Conservative Members that the Government’s free school and academy agenda has quietly but significantly shifted in policy and practice from stand-alone academies to MAT or chain models. That shift was made clear in the White Paper, in which the policy preference is emphatically for schools to become part of chains. Indeed, Department for Education guidance issued yesterday said:
“We expect that most schools will form or join multi-academy trusts as they become academies.”
There is evidence that schools do better working collaboratively with clusters of schools, especially where they are clustered geographically, as many do in local authority areas.
However, the evidence for the performance of chains so far is mixed. There are some notably good academy chains, but there are many more that are not good. Of the 850 current MATs or chains, only 20 have been assessed, and just three have proved more effective than non-academies. The chief inspector of schools, Sir Michael Wilshaw, wrote to the Secretary of State only a week before the Budget highlighting “serious weaknesses” in academy chains. He went on to say that, in many cases,
“academy chains are worse than the worst performing local authorities they seek to replace”.
To continue with forced academisation of all schools after such a damning letter is frankly irresponsible.
There are major questions for the Government on capacity too. Academy chains are in their infancy and clearly require a closer look, yet the Government want them to take on thousands more schools. Maybe that is why the Secretary of State cannot rule out poorly performing chains being given otherwise good schools under the proposals. One of the main reasons why the track record of many chains is not good is the dearth of any real oversight or accountability.
I share the concerns expressed by many Members of all parties, including my near neighbour, the hon. Member for Altrincham and Sale West (Mr Brady), who said that we are in danger of creating distant, unaccountable bureaucracies for schools. That the Department for Education, via its small group of schools commissioners, can provide robust oversight and accountability of all schools in the country, is frankly for the birds. It is an impossible job, and it is also not desirable.
The Secretary of State seems hell-bent on cutting out communities, and cutting out parents from having any say over how their child’s school is run. First, let us take the Tories’ plan to scrap the requirement for parents to sit on governing bodies. Abolishing parent governors and removing any role for parents in choosing whether their child’s school becomes an academy and what type of academy it becomes has unsurprisingly been met with a huge outcry. I understand that the Secretary of State wants to take this opportunity to clarify that parents can still be governors. However, as she well knows, under her plans, there will no longer be a requirement for governing bodies to have them. I do not think that that is the kind of clarification parents are looking for. Perhaps she would like to take the opportunity to go further. In any case, she and I both know that in a world of academy chains, the role of the individual school governing body is greatly diminished and key decisions are taken by the two new levels: the board of trustees and the member board above that; bodies that are all too often appointed by the head or the chief executive whom they are supposed to be holding to account.
If we want to avoid more scandals such as Perry Beaches, Kings Science Academy and E-ACT, to name just a few, and if schools are genuinely to be held to account, we need a much more robust governance regime than remote trustee boards appointed by their executive, held to account only by a regional schools commissioner, who is responsible for overseeing thousands of schools.
There are also very real issues on the ground about accountability and responsibility for excluded children, placing children with SEN and admission policies. They all have very real problems under the fragmented schools system. Such a system of oversight also needs to have recourse to the needs of the local community. We cannot have a situation where the needs of the local area are not considered, such as the case of Knowsley, where the last A-level provision across the entire borough is about to be lost, based on a decision taken by one school. There has to be a better-joined up approach to school improvement and local oversight, involving school leaders and councils as well as parents.
The Government claim to lead the devolution revolution, so their centralisation of schools is both wrong-headed and contradictory. In places like my own, Greater Manchester, the Chancellor talks of releasing the combined authority and elected Mayor to create a northern powerhouse. That the skills and education of the next generation are being taken away at the same time shows what a sham that project is.
That point leads me to one last argument the Government make, which is that it would be simpler to have one funding system. That argument is nonsense and certainly does not support the £1.3 billion reorganisation of the schools system that is being proposed. It is also disingenuous of the Government to link the proposals to the fair funding consultation. There is broad support for a fairer funding model, as long as deprived areas and areas that require improvement do not lose out. Forcing all schools to become academies does not need to be linked to that.