The profit motive won’t improve our schools

There is no evidence that commercial companies would improve results.

In a report published yesterday, former Cameron advisor James O’Shaughnessy identified an important problem. The conversion of thousands of schools into academies – which are free from local authority control – has left a vacuum with nobody to oversee school improvement at a local level. Michael Gove is finding that he cannot reliably monitor thousands of individual schools from his office in Whitehall. In the words of the report, this centralised system is "simply not viable" as a strategy for improving schools.

O’Shaughnessy’s first answer is for underperforming schools to be forced into academy chains. These are groups of schools that operate under an umbrella organisation which can monitor their performance and help them improve. There is some merit in this idea as many academy chains have proven to be successful at improving schools. Indeed it already happens to a large extent with failing schools – the report is just recommending an expansion of this approach to include schools that are mediocre, rather than plain bad.

O’Shaughnessy’s second answer is much more problematic. He argues that for-profit providers are best placed to take over the running of these schools and chains. According to him, only private companies – driven by the desire to make a profit – will have an incentive to turn around these schools. Without them the system will not be able to do the job.

There are good reasons why new providers can help our schools to improve – but they don’t have to be commercial companies. England already has a vibrant charitable independent sector and there is no shortage of organisations – like Harris and Ark – who are prepared to run our schools on a not-for-profit basis. Indeed academy chains in England are expanding at a far faster rate than the US.

Neither is there international evidence that commercial companies will improve results. As a recent IPPR report showed, profit-making companies have been brought in to run schools in Chile, Sweden and the US with little impact on standards.

Rather than turning to tired and unproven ideas around the power of the private sector, the government should adopt a different strategy for improving schools based on world class systems such as Canada and Finland. These countries can teach England three lessons on how to improve schools.

First, they rely on building the capacity of their teaching profession. In Finland, teachers are drawn from the top third of graduates, and those who work with the toughest children have masters degrees. In England, the government has taken the opposite approach – deregulating the sector and giving schools the freedom to recruit people who haven’t even qualified or trained as a teacher.

Second, these countries place schools in clusters where they collaborate with each other - sharing the best teachers, observing each other’s performance, spreading good practice and challenging each other to do improve. This sort of collaboration is hard to foster in the sort of market advocated by O’Shaughnessy - where companies have an incentive to compete for profit and market share rather than work together.  

Third, these countries all have structures in place to monitor the performance of schools and drive improvement at the local level. In Canada, school superintendents help to spot problems early and help tackle them before they escalate – they don’t leave it for distant bodies such as Ofsted or government ministers to do. O’Shaughnessy acknowledges the importance of this function in his report – and calls for a local schools commissioner to fill the role. But under his model this job would be put out to tender so that any organisation – public or private – would be responsible for assessing whether schools should be forced to change management. A far better model would be for school commissioners to be separate but accountable to local authorities, as IPPR had argued.

O’Shaughnessy's report has exposed a gap at the heart of the government’s school improvement agenda. The academies programme has created thousands of individual schools with little oversight or support to improve. Rather than putting his faith in commercial companies to provide the answer, Michael Gove should adopt a strategy that builds the capacity of the teaching profession, fosters collaboration between schools, and holds them to account for their performance through more democratic means.

Jonathan Clifton is a senior research fellow at IPPR. Follow him on Twitter: @jp_clifton

Michael Gove has said that for-profit schools "could" be introduced under a future Conservative government. Photograph: Getty Images.

Jonathan Clifton is a senior research fellow at IPPR.

Photo: Getty Images
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The buck doesn't stop with Grant Shapps - and probably shouldn't stop with Lord Feldman, either

The question of "who knew what, and when?" shouldn't stop with the Conservative peer.

If Grant Shapps’ enforced resignation as a minister was intended to draw a line under the Mark Clarke affair, it has had the reverse effect. Attention is now shifting to Lord Feldman, who was joint chair during Shapps’  tenure at the top of CCHQ.  It is not just the allegations of sexual harrassment, bullying, and extortion against Mark Clarke, but the question of who knew what, and when.

Although Shapps’ resignation letter says that “the buck” stops with him, his allies are privately furious at his de facto sacking, and they are pointing the finger at Feldman. They point out that not only was Feldman the senior partner on paper, but when the rewards for the unexpected election victory were handed out, it was Feldman who was held up as the key man, while Shapps was given what they see as a relatively lowly position in the Department for International Development.  Yet Feldman is still in post while Shapps was effectively forced out by David Cameron. Once again, says one, “the PM’s mates are protected, the rest of us shafted”.

As Simon Walters reports in this morning’s Mail on Sunday, the focus is turning onto Feldman, while Paul Goodman, the editor of the influential grassroots website ConservativeHome has piled further pressure on the peer by calling for him to go.

But even Feldman’s resignation is unlikely to be the end of the matter. Although the scope of the allegations against Clarke were unknown to many, questions about his behaviour were widespread, and fears about the conduct of elections in the party’s youth wing are also longstanding. Shortly after the 2010 election, Conservative student activists told me they’d cheered when Sadiq Khan defeated Clarke in Tooting, while a group of Conservative staffers were said to be part of the “Six per cent club” – they wanted a swing big enough for a Tory majority, but too small for Clarke to win his seat. The viciousness of Conservative Future’s internal elections is sufficiently well-known, meanwhile, to be a repeated refrain among defenders of the notoriously opaque democratic process in Labour Students, with supporters of a one member one vote system asked if they would risk elections as vicious as those in their Tory equivalent.

Just as it seems unlikely that Feldman remained ignorant of allegations against Clarke if Shapps knew, it feels untenable to argue that Clarke’s defeat could be cheered by both student Conservatives and Tory staffers and the unpleasantness of the party’s internal election sufficiently well-known by its opponents, without coming across the desk of Conservative politicians above even the chair of CCHQ’s paygrade.

Stephen Bush is editor of the Staggers, the New Statesman’s political blog.