Tony Blair’s priorities for Labour’s first term were clear from the outset: ‘education, education, education’. Politically, it was the perfect appeal, resonating with both teachers and parents in ‘Middle England’, while at the same time, remaining true to Labour’s traditional values of increasing opportunity. Moreover, the party made clear that it intended to combine extra cash with a determination to concentrate on raising standards in all schools.
Education has, unsurprisingly, rarely slipped far down Labour’s agenda since being in government. On the positive side, exam results are rising, the party’s pledge to cut primary school class sizes is close to being met, and innovations such as the literacy and numeracy hour have been widely hailed. Furthermore, along with health, education has been one of the key beneficiaries of the Government’s programme of public investment. Opinion polls suggest that voters recognise, and rate, Labour’s achievements.
However, the Government has also found itself in conflict at times with the teaching profession, a key group both electorally and in terms of delivering its programme. On issues such as the ‘naming and shaming’ of failing schools, the role of Ofsted, performance-related pay and the publication of league tables, many teachers feel that Labour’s policies are too close to those of the last Tory Government. But behind the teaching unions’ rhetoric, what do teachers really think of Labour’s policies?
Improving primary education was at the heart of Labour’s first term agenda and the effects are already becoming apparent. Val Parkinson, a primary school teacher for many years, has certainly noticed the difference: ‘There are a lot more classroom assistants in schools now. They were virtually unheard of five or ten years ago. It means that we can avoid classes of more than 30 where possible.’
The North Lincolnshire teacher has noticed other positive signs: ‘Lots of schools have had their staff rooms upgraded which is, of course, very relevant to staff and even primary schools seem to be getting new computer suites.’
But the picture in secondary schools is much less rosy, both in those which are deemed successful and those which are struggling. June Davidson teaches languages in an over-subscribed Surrey comprehensive. ‘Class sizes are still too high,’ she says. ‘Having 33 children in a Year 11 GCSE language class is not conducive to good grades. We’re also still short of text books.’
Claire Jones, a music teacher in Berkshire, is even more critical. ‘There’s been no change on class sizes,’ she says. ‘I have a budget of £1000 for equipment, with 600 to 700 children going through my department a week.’ The solution the school has suggested – raising funds through concerts – is totally unacceptable to her: ‘We’re asking the children to subsidise their own curriculum!’
Jones also says schools are facing a severe recruitment crisis. ‘It’s not so much a problem that we don’t have the money to employ teachers,’ she argues. ‘It’s more that we can’t find them to recruit in some subjects, like physics.’
Of course, there is a great deal of variation between schools. While Davidson praises the improvement in school buildings and maintenance, Jones’ experience is otherwise. ‘My office is a converted toilet and shower room. The roof leaks and I’ve got a highly aromatic drain. The classrooms have not been painted for ten years and there’s no money to do it,’ she says.
The Government’s decision to carry on publishing school league tables also comes in for a rough ride. Parkinson doesn’t entirely see the point. ‘Parents don’t really have a choice in most areas. Most opt for their local school and it doesn’t matter if there’s a wonderful school ten miles away,’ she says.
Teachers have also long-criticised the manner in which the tables are calculated. Jones says that league tables are representative of the calibre of the area the school is in and the ability of the children in the intake. ‘They don’t tell you anything about the quality of the teaching and the culture of the school.’ Like her colleagues, Parkinson believes that the value added by the school needs to become part of the tables’ ratings.
League tables are simply one element of the more interventionist approach central government has taken towards schools in recent years. It’s a style that teachers seem distinctly ambivalent about.
Parkinson believes that although some teachers feel ‘hemmed in’, most of her colleagues found innovations such as the literacy and numeracy hour useful. Jones, on the other hand, believes there are too many new initiatives. ‘The less interference we have from people stopping us doing our jobs, the better,’ she says.
But it is Ofsted and particularly the controversial former Chief Inspector, Chris Woodhead, which, for many teachers, symbolises the heavy-handed approach of Whitehall. Davidson notes the undue stress which accompanies the inspectors’ arrival and their less-than-supportive nature. ‘If it is supposed to be a support to teachers, then I’d have liked more than a five minute feedback with the person who watched me,’ she says.
Jones agrees that Ofsted needs to be far more supportive. Instead of an inspection feeling like a cross-examination, she’d like it to be an investigation into how schools work and how they can be better supported.
Probably no issue has caused more friction between the Government and teachers than the decision to introduce performance-related pay. Davidson believes it is divisive in the staff room and has been introduced in a disastrous fashion. She also questions how the contribution of individual teachers to pupils’ progress can be assessed when classes are frequently taught, even for one subject, by more than one member of staff. Jones agrees: ‘We’re not robots and students are not a production line that you can assess at the end to see if the input has been satisfactory. Most teachers are committed and self-evaluating. We’re aware of the importance of education or we wouldn’t be in it. We don’t need to jump through hoops to improve our teaching.’
Education will, no doubt, top Labour’s list of priorities if re-elected. And, as far as teachers are concerned, the party’s performance leaves room for improvement. Davidson’s advice is simple: ‘Stop expecting more and more of teachers, who work their socks off, suffer almost daily abuse from children, and sometimes, parents, work in overcrowded, overheated or drafty rooms, filling in forms and collating endless data.’