There is a growing political consensus about the importance of academies – independent state funded secondary schools – to the reform of secondary education in England. With fast-improving results and a government drive to ensure that no school has fewer than 30 per cent of its pupils gaining five good GCSEs including English and Maths, Labour’s flagship schools programme is being rapidly expanded, with over 130 due to be open this September, and over 300 by 2010.
A new book, published last week by Centreforum, brings together the experiences of seven academy leaders with a history of academies and a suggestion that the programme should expand into primary education. My co-editor Julian Astle also provocatively argues that for-profit providers should be a part of the programme.
Since academies are now clearly here to stay – the book’s launch was attended by key figures from the three main parties – we should understand why they make a difference. And their success owes much to factors seen internationally as being at the heart of school improvement.
Academies share characteristics with US charter schools, in their regulated independence: the government ensures fair admissions. Each has a specialism, which has driven improvement in specialist schools. But their leaders not only have more freedoms than other state schools, they make more use of it. They vary the school timetable, with longer school days. They change their staffing structures to suit their needs, paying according to their needs rather than national norms.
Small strategic governing bodies and strong sponsors don’t take ‘no’ for an answer. They are readier to innovate with the curriculum or the school organisation. And while other state-funded schools have more curriculum and pay flexibility than they use, academy heads use both their unique freedoms – and those largely available to all schools – to a far greater extent because they feel they are trusted to do so.
The book describes some of the innovations that have been a feature of successful academies. At Mossbourne in Hackney, the school has been broken into smaller units, particularly for the transition group in Year 7 (those fresh from primary school). Some groups of academies – like Absolute Return for Kids (Ark) and the Harris Trust, in south London, have developed successful brands to boost standards.
Contrary to critics’ claims, academies are also very much at the heart of their communities, and we learn how one Brent academy has shown leadership in such matters. We hear about plans for all-through academies – taking 3 to 16 or 18 year-olds – and the development of boarding for some students, both features of an independent sector. Indeed, several independent schools have joined the state sector without fees or selection as academies.
As someone who was involved in the development of Labour’s education policy from 1994 – and who remembers the bitter battles of the 1980s – I always find a visit to an academy a salutary experience. For behind the often iconic buildings – and the singular ethos of the staff and pupils – there is a clear sense of seeing the future of secondary education in action.
“My co-editor Julian Astle also provocatively argues that for-profit providers should be a part of the programme.”
Why? Only organisations with an interest in furthering education should have a part to play; these tend to be NFP; think Universities etc.
Conor,
Unfortunately you have very little knowledge on reality and the impact Academies have on social cohesion. Writing a book championing failed Blairite policies is not going to help the Labour cause at this time. Academies is one of the five reasons why Brown is experiencing problems which if he does not address this it will cement his Labour’s future in opposition. Just because nobody complains that doesn’t mean everything is fine. Let me briefly educate you. This is based on experience not text book rationalism.
Academies are not democratically accountable like community schools. The sponsor (Trinity Academy, Doncaster) appoints the majority of Governors(not elected) and CONTROLS the schools curriculum, as well as your child and you as parents. Ownerships of the schools buildings and grounds are transferred to the businessman or Private Sponsor. They break up the family of local schools as they do not co-operate with them only compete and give them excluded children they don’t want. Questions need to be asked if the education of the child is priority, or business or the ethos in the way of religion.
Academies create more selection. They are allowed to set their own admissions, award their own contracts without local bidding(normally contractors who know the sponsor). (PARTICULARLY UNIFORM CONTRACTS, CLEANING CONTRACTS, CATERING CONTRACTS) Government and Academy claims of improved results but cannot be verified or proven, as the schools are not covered by the Freedom of Information Act. Academies also choose parents occupations and beliefs before the interests of the child. Is this Equal? Is this Fair?
There are also less children on school meals which suggest that children parents are working and doesn’t take into consideration low income families and single parents. Academies reinforce competition based on school league tables.This divides schools into Winners and Losers, and add to the segregation of children and students on the basis of Race, Religion, Class and Status.
There is evidence of very high exclusion rates in Academies. If a child is excluded they are the loser. Trinity Academy has one of the highest exclusion rates in the country. The exclusion is paid for by the local council taxpayer and not the Academy. Anti Social Behaviour and youth crime has increased in many areas since Academies were open, including Thorne.
Academies are outside the monitored sector of schools and are not bound by Education Law that protects the rights of children, students and parents. Hence parents and children are powerless and have no rights. The cost of pupil is £1600 per pupil more than neighbouring comprehensive schools. Is this value for money for the taxpayer. Hatfield Visual Arts College, a local community school has had better GCSE results for the last three years than Trinity Academy and is managed professionally, is inclusive and caters for the social and emotional needs of the child. Trinity Academy caters for disciplining the child as priority in place of managing, nurturing and guiding the child educationally in order for them to realise and fulfil their potential.
Academies also set their own pay and conditions outside the national framework. Teachers and Staff have no Trade Union rights. Is this unequal use of tax payers money, yet again. Principals have no teaching or management experience only sponsor interest and ignore and are unapproachable to parents and any body that challenges their structures and processes.
The health and well being of the child is behind the targets and achievement of the school as a priority.
All parents ask yourself this, do you want a second hand car salesman from the Vardy, Emannuelle or whatever foundation running your school or the local authority, providing a good local community school for every child.
AND YOU WANT THEM TO GO INTO PRIMARY EDUCATION???????
Give your head a shake.
Academies may indeed stay but Labour will be in opposition . Surely that is a bad thing too.
It might be worth having a word with Ed Miliband, he champions all the inequalities found in Academies. Unfortunately if were to browse upon the Christian Institute website (C of E), a lot of those involved with this organisation which are also running academies believe ALL individual Labours ministers are MORALLY wrong. See for yourself.
So carry on with Academies and give those sponsors more power to oppose Labour Values.
How can you and Labour be so blind.