Gove has abandoned Labour's focus on school standards

By obsessing over structures, the Education Secretary has lost the drive for school improvement that existed under Labour’s academies programme.

Academy schools have been much in the news this week. The government has today announced additional numbers of new academies. But more significant have been two pretty damning reports on the ability of ministers to manage the academies programme. The Financial Times reported yesterday that £174m has been overspent in just one year by Michael Gove’s education department on the programme – a scale of waste equivalent to four times the West Coast Mainline fiasco and a shocking example of government incompetence.

And the final report of the Academies Commission, a joint initiative from the Royal Society of Arts and Pearson, has found that the government has lost the focus and drive for school improvement that existed under Labour’s academies programme.

While Labour’s programme focused on driving up underperfomance in some of the most challenging circumstances, since 2010 the programme  has mainly focused on changing the structure of already outstanding schools. Three quarters of academies are now what are known as "converter academies".

Michael Gove enjoys giving the media regular updates on the numbers of schools becoming academies but playing a simple numbers game is not the way to secure educational excellence. It’s no wonder that the head of the Academies Commission, Christine Gilbert, warned  "there's a real danger in equating an increase in the number of academies with an increase in the quality of our schools. Academisation alone is not going to deliver the improvements we need." In another part of the report, the experts also warn that the process for selecting academies sponsors is "no longer rigorous". This is especially worrying given how critical the input of sponsors is to school improvement.

Ministers have failed to ensure schools that have converted to become academies since 2010 work with other schools to raise standards across the system. This is critical for One Nation Education  - we need collaboration to tackle underperforming schools to ensure that no school is left behind.

I talked in a recent speech about how we must tackle an arc of underachievement in some schools. For me, the key is to ensure that strong schools work with weaker schools, so no school is left behind. That was the key lesson from the London Challenge I was involved with setting up in 2003, which has seen schools in the capital go from being some of the worst in England to some of the best.

I was pleased to see that the commission also supports Labour's call for a Royal College of Teachers to further strengthen the training and professional development of teachers. Improving practice in the classroom is critical to the life chances of the next generation, but the government seems uninterested.

While changing a school’s structure can help to galvanise change, the most important factor in a school’s success is the quality of teaching and leadership. There are serious problems with Michael Gove’s management of this programme. Under Labour, academies were about raising standards and this government is putting that legacy at risk. Reports like that of the Academies Commission illustrate the importance of developing schools policies based on evidence and not dogma.

Education Secretary Michael Gove speaks at last year's Conservative conference in Birmingham. Photograph: Getty Images.

Stephen Twigg is shadow minister for constitutional reform and MP for Liverpool West Derby

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Michael Gove's quiet revolution could transform prisoner education

To anyone with a passing interest in prisoner education it is clear that current levels of education and training are simply inadequate.

Justice Secretary Michael Gove is quietly embarking on the most substantive prison education reform programme for a generation. In September, Gove announced that Dame Sally Coates would chair a review of the provision and quality of education in prisons, the results of which are expected shortly.

To anyone with a passing interest in prisoner education it is clear that current levels of education and training are simply inadequate. In 2014, Ofsted reported that education levels across the British prison system were inadequate, suggesting that “very few prisoners are getting the opportunity to develop the skills and behaviours they need for work.” Between 2011/12 and 2013/14 the number of prisoners achieving a level 1 or 2 qualification in Mathematics fell by a third, and since 2010 the number of prisoners studying for an Open University degree has dropped by 37%.

In light of these damning statistics, Gove’s calls for prisons to become “places of education” is to be welcomed. The most obvious result of improved opportunities for training and education is that upon leaving prison offenders will be more likely to secure employment and less likely to reoffend. Less tangible, but no less important, limited opportunities for education hinder aspiration and prevent the justice system from acting as a conduit to improving society at large. Too often offenders are unable to develop their potential as citizens and contribute accordingly. Education is a powerful force in building offenders’ confidence and helping to engage with their communities upon release: helping to break the cycle of offending.

In tandem with enhanced opportunities for education, skills and training, Gove has promised greater autonomy for prison governors. Currently, the Skills Funding Agency manages the Offenders’ Learning and Skills Service (OLASS) to connect offender education with mainstream provision. Speaking before the APPG on Penal Affairs, Dame Sally suggested that “many governors feel very frustrated by their lack of ability to have any say in the education delivered.  If we want the governors to be accountable, they have to have the autonomy to contract for this for themselves, or employ their own teaching staff.”

The principle of increased flexibility is a good one. A significant minority of prisoners already have qualifications and require opportunity to build upon them. The education pathways available to them will be quite different to those offenders who enter prison with limited numeracy and literacy skills. However, the high-profile failure of private suppliers to deliver even the most basic services, raises questions as to whether major outsourcing firms will be able to provide these.

In 2014, A4E prematurely pulled out of a £17m contract to deliver education and training to prisoners in 12 London prisons on the grounds that it was unable to run the contract at a profit. This was not the first time that A4E had prematurely terminated a prison education contract. In 2008 the firm ended a similar contract to provide education in eight Kent prisons, again citing huge losses.

Recognising such failures, the Prime Minister has argued that his government’s reform program would “allow new providers and new ideas to flourish”, but the steps to achieving this are unclear. Identifying the difficulty smaller providers – particularly those from the third sector – currently have in winning and delivering contracts is a far easier task than redesigning the contracting system to improve their chances.

There are three steps that could act as a starting point. First, a review of commissioning to ensure a plurality of providers, particularly from small and medium-sized organisations should be considered, with payments-by-results the favoured means of remuneration. Second, providers and experts should be empowered to contribute to the reform process that follows the Coates Review’s publication. Third, it is clear that while a universal standard of education must be set, providers and governors should be empowered to experiment and innovate to seek results above this. In sacrificing universality it may be possible to improve methods and achieve better results in future.

Reforming the prison system is not a task that will be easy, nor one that will be quick. To ensure its long-term success it is vital that education and skills providers’ voices are heard and that the government develops forums through which ideas can be shared. For too long talent, resources and time have been wasted through mismanagement and poor provision. Now is the time to reverse this and ensure that the justice system delivers rehabilitation and improved educational outcomes.