A Labour U-turn on free schools? It's not that simple

Stephen Twigg's speech was neither a capitulation to Gove’s agenda nor a ferocious reaction against it.

For a policy intervention to count as a U-turn, two conditions must be met. First, a party needs to have been moving clearly in one direction. Second, after the manoeuvre, it needs to be advancing in the opposite direction. Labour’s announcement today on education policy matches neither requirement.

The opposition has been painfully ambivalent about coalition school reforms, which have their genesis in the Blair-era policy. Labour has been unsure whether or how to salvage some of its intellectual property from Michael Gove’s zealous pursuit of academies and free schools.

Today, Stephen Twigg has tried to bring some clarity to Labour’s position. It isn’t easy. The shadow education secretary has both repudiated and acquiesced to coalition policy. The acquiescence is in accepting that the frenetic advance of academies and the creation of free schools under the current government would not be reversed. A Labour government would, however, apply brakes to Gove’s speeding juggernaut.

Twigg says:

Labour will not continue with Michael Gove’s Free Schools policy. Existing free schools and those in the pipeline will continue. But in future we need a better framework for creating new schools …

There will be no bias for or against a school type- so new academies, new maintained schools, new trust schools - all options. A school system based on evidence not dogma.

But then again, he also says:

Labour strongly believes parents have an important role to play in calling for and setting up new local schools. … Labour started the academies programme to bring outside energy and expertise into the schools system, we want to extend that to parents.

That sounds like a dilute version of existing policy.

The real element of repudiation is subtle but intellectually important. Twigg argues that new academies or free schools should not be set up in areas where there are already sufficient school places. Adding such excess capacity, Labour argues, is wasteful (because limited resources should go to areas where there is insufficient supply and classrooms are overcrowded) and divisive (because parents, it is feared, use free schools to segregate their children from neighbours whom they deem undesirable).

According to Twigg, Labour would change the emphasis in the academies policy from expansion of volume – rejecting Gove's habit of measuring success by the sheer number of schools breaking free from local authority control – to collaboration between schools and enforcing fair admissions policies.

But for Gove, excess supply of school places in some areas is not some accidental by-product of the system, it is the logical extension of the market mechanism that is meant to improve standards. New schools are supposed to arrive on the doorstep of established ones and compete for the attention of parents. The process that Labour sees as chaotic and divisive is, in Conservative terms, the positive force of creative disruption that will unleash innovation and, through increased competition, drive up standards.

This is now the essential division between Labour and Conservatives on education policy. Academies and free schools will be part of the landscape regardless of who wins the next election. But under a Tory education secretary the anticipated mechanism for improving performance in weak schools will by market forces. Education providers, including eventually profit-making private-sector companies, will compete for the custom of parents hoping to send their children to whichever institution appears to offer the best prospects.

And under a Labour education secretary, the expected mechanism for improving performance in weak schools will be intervention, directed by government, in the form of partnership with other, more successful schools. Crudely speaking, the Conservatives like free school and academies because they are supposed to give complacent local authority schools a kick up the backside, while Labour can live with free schools and academies if they give local authority schools a helping hand.

One result of today's announcement is that Labour’s education policy now officially lacks ideological purity. It is neither a capitulation to Gove’s agenda nor a ferocious reaction against it. Twigg’s soggy middle-way position will disappoint dogmatists on both sides of the debate, which is probably a sign that he is standing in about the right place. 

Shadow education secretary Stephen Twigg speaks at the Labour conference in Manchester last year. Photograph: Getty Images.

Rafael Behr is political columnist at the Guardian and former political editor of the New Statesman

Photo: Getty
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On the important issues, Louise Casey all too often has little to say

Far from moving the debate on, this new report on integration adds little to the report I commissioned in 2001. 

For 15 years, “numerous government reports on community cohesion and integration have not been implemented with enough force or consistency” concludes Louise Casey’s review of  integration.  The government’s lukewarm response suggests their effort will be as “diluted and muddled” as all the rest.

There’s a deeper reason why governments shy away from the measures that are needed. The report's wealth of data sets out a stark if sometimes contestable picture of a divided society.  But no amount of data can really bring the lives of our fellow citizens to life. As the Brexit vote underlined, this is now a nation divided by class, geography, education, wealth, opportunity and race. Those divisions colour the way we live our lives, the way we see problems in society, the relations we have with others, and our political choices. The report, like many before it, stops short of setting out that reality. It’s easier to pretend that most of us pretty much agree on most things; but just few people don’t agree and they must be the problem. Predictably, much of the early coverage has focussed on the Muslim community and new migrants. If only it were so easy.

According to Casey “in this country, we take poverty, social exclusion, social justice and social mobility seriously” and we do it “across political divides”. Apparently “creating a fair, just society where everyone can prosper and get on” is a cornerstone of British values. Yet for page after page the report chronicles the serial failure of this benign consensus to tackle educational under-performance, and economic and racial disadvantage. If we all agree, how come we haven't done anything about it?

These problems are not certainly easy to solve, but more lip service is paid to tackling them than effort. The practical material issues documented here need addressing, but punches are pulled when hard answers are needed. Given the dramatic impact of mass migration on cohesion, is integration possible while current rates of immigration persist? Can we find the political will to tackle poverty and disadvantage when those who might benefit from the effort are divided against each other by suspicion, race, geography and values? After all, rather than progressive policies producing a cohesive society, social unity is the precondition for the introduction of progressive policies.

We don't actually actually agree on what our “fundamental values” mean in practice. We can all sign up to democracy and the rule of law, but as soon as those are put into practice – see the court case on Article 50 – we are divided. When judges are popularly seen as “enemies of the people” and a vote in an elected parliament as a threat to democracy, in what sense are law and democracy fundamental?

Casey usefully highlights how treating homeless families equally, irrespective of ethnicity and length of residence can create the perception that minorities are being favoured over long standing residents. Our differing views on what is “just” and how “fairness” are defined can tear us apart. Is it fair to favour the newcomer over the indigenous? Is it just to put length of time on the waiting list above housing need? We often don't even acknowledge the legitimacy of other points of view, let alone try to find common ground.

The continual invocation of Britain and British values lends an air of unreality to the report.  Most people in England include British in their identity, but Englishness and English interests are of growing importance. In a worrying development, some areas of England  may be polarising between a white Englishness and an ethnic minority Britishness. Integration won't happen without a shared national story that combines a unifying national identity with the acceptance that we all have more than one identity that matters to us. Ignoring the reality of complex and multiple identities closes off one essential way forward.

None of this means that the criticism of some reactionary and occasionally dangerous ideas and practices in the Muslim community should be ignored and not confronted. But in a country where the established church opposes homosexual relationships and praise for Vladimir Putin's Russia is now mainstream politics it is hard to believe that all our problems can be reduced to the behaviour of a minority of a minority community.

John Denham was a Labour MP from 1992 to 2015, and a Secretary of State 2007 to 2010. He is Director of the Centre for English Identity and Politics at Winchester University