Memorandum submitted by Introduction to
CARE
CARE (Christian Action, Research and Education)
is a registered charity seeking to combine practical caring initiatives,
at national and community level, with engagement in public affairs
on social and ethical issues.
The CARE Public Affairs Team acts as a think
tank and educator on social and ethical issues related to matters
such as the family, education, bioethics and other related matters.
They are a point of reference and information on each of these
for Christians across the church denominations and throughout
the UK. Through networking and briefings, politicians of all political
parties are also informed as relevant matters are considered in
Westminster, Edinburgh, Cardiff, Belfast, Brussels and at the
UN.
CARE has contributed to a range of educational
issues by producing resources and working on policy with Government,
local authorities, schools and parents. Practice and policy work
has focused on areas such as early years, school exclusion, sex
and relationships education and the role of school governors.
With experience in both state and independent schools including
new City Academies, CARE is well placed to comment on the White
Paper proposals.
INTRODUCTION
CARE welcomes this initiative by the Government
to bring together various recent educational developments in England
and Wales with a number of radical new proposals which will shape
the service for the foreseeable future. The new proposals are
concerned with the status and continuing improvement of schools,
enhanced choice for parents and pupils and a modified role for
Local Education Authorities. The White Paper raises many important
issues some of which will need greater clarification and explanation.
CARE believes they should nonetheless, form
an exciting basis for the continuing development of our education
system and, most importantly, its effectiveness in meeting the
needs of pupils and the aspirations of their parents.
1. THE CHALLENGE
TO REFORM
1.1 The White Paper quite rightly draws
attention to the progress that has been made in many areas of
the education system but, although this is undoubtedly true, some
recent research seems to suggest that programmes like Excellence
in Cities and London challenge may not be having the
impact on educational underachievement which was hoped for. Moreover,
despite being able to quote some impressive statistics about improvements
in primary literacy and numeracy skills and the growing number
of secondary schools showing more than 50% of pupils achieving
grades A-C in GCSE exams, the Government acknowledges that much
more still needs to be done to raise attainment for all pupils.
1.2 CARE acknowledges the contribution being
made to this process by training to improve school leadership,
the advent of an increasing number of specialist schools, the
ambitious programme of establishing Academies in areas of historic
educational deprivation and under achievement. There has also
been a very significant investment in ICT which has enabled schools
to make use of computers an integral part of teaching at all levels.
We believe, however, that these additional resources, will not
by themselves address many of the problems associated with under
achievement or, more importantly, the lack of confidence and poor
self image of many of our children. CARE suggests that resources
need to be targeted not just at underachievement in learning but
also at the equally important task of raising individual pupils'
confidence in the learning process which can often be demonstrated
by other forms of achievement than that measured by examination
results.
We therefore unreservedly support the White
Paper's assertion that the key issue is seeking to ensure that
all children should "have the same chance in life-with success
based on hard work and merit . . . and that every pupil . . .
reaches the limits of their capability".
In this connection we would argue that strong,
sensitive and properly funded arrangements for pastoral care and
counselling in schools have a vitally important role to play in
helping pupils to improve their self image.
1.3 CARE shares the Governments belief that
a dynamic, flexible school system working closely with the newly
established Children's Trusts and other agencies, is essential
if the ambitious educational improvements mentioned above are
to be consolidated and continued.
2. A SCHOOL SYSTEM
SHAPED BY
PARENTS
2.1 At the heart of the White Paper's concerns
is the desire to provide parents and, therefore, pupils with genuine
choice in terms of the school they attend and the opportunities
they are offered there to meet their individual needs. Parents
will also be empowered to play a more active role in the process
of improving schools.
With the reservations expressed below (in sections
5.1 and 5.2) CARE welcomes this emphasis.
2.2 CARE agrees that the flexibility already
enjoyed by the new Academies and the more established Foundation
Schools should be extended to all schools when they feel ready
to embrace them. We would like to see more details of the proposed
self governing Trust schools together with assurances and detail
on how faith groups will be able to contribute to the development
of them. It would be good to know how these are related to already
existing Foundation Schools. CARE also welcomes the possibility
that some Independent Schools could benefit from entering the
maintained sector and in particular would like the legislation
to include provision for them to maintain their distinctive character
and ethos. CARE believes this will further extend the variety
of schools available to parents.
2.3 CARE is concerned, however that, although
the intention is to give parents a greater say in the organisation
of local schooling, (including the ability to seek the establishment
of new schools which may meet particular local needs such as those
of a religious character) there are some serious questions that
need answering:
2.3 (i) How will these new schools deal
effectively with Admissions, particularly if any return to selection
is to be avoided?
2.3 (ii) How do popular schools deal
with greater and greater numbers wishing to attend them without
putting at risk the economies of scale (eg overall numbers in
the school or class sizes) that will have played a part in their
success?
2.3 (iii) How realistic are the proposed
transport provisions likely to be with a system that already struggles
in some areas to provide an adequate service?
2.3 (iv) What will prevent the Schools
Commissioner becoming the new embodiment of the Local Education
Authority (without the latter's range of staff) and thus limiting
the very desirable freedoms that the new school status is intended
to give? Also, can we be sure that the Commissioner will be sensitive
to the particular needs of Faith Schools or those in the Voluntary
Aided sector?
2.3 (v) The Government wants to ensure
that the Governing Bodies of self-governing schools will be free
to protect their independence and their own particular ethos.
How will this be achieved when other agencies have the powers
to decide on important issues such as admissions and the right
of a self-governing school to expand to meet parental demand?
2.3 (vi) How will legislation ensure
that the parents who do have a greater say are representative
when experience shows that especially at secondary level it is
only ever a minority of the most articulate or vociferous type
that "get involved" especially in controversy?
2.4 CARE strongly supports the concept of
federations of schools set up locally to share specialist staffing,
extended school services and resources to meet the special needs
of individual pupils and particularly where these arrangements
help the delivery of 14-19 provision.
2.5 Finally in this section, CARE recognises
the need to deal effectively with failing schools but it is not
clear to us why the Local Authority should continue to be the
agent of change when freedom from local authority control is at
the heart of the Trust and Foundation School proposals.
We would like to see consideration given to
the possibility that, where such schools (ie those who had opted
for Trust or Foundation Status) are failing, they might be helped
to improve, in conjunction with Ofsted, by a new body, possibly
linked to the Academies and Specialist Schools Trust. This would
give the opportunity for experienced colleagues in other local
Trusts or Foundation Schools to share their expertise in School
Improvement with the failing school. This work might also be undertaken
within a Federation thus strengthening the ties in adversity as
well as good times to the mutual benefit of all.
We feel strongly that to revert to Local Authority
control as soon as something goes wrong would weaken the whole
concept of freedom and federation implied in these reforms.
In any case CARE hopes that the manner in which
a failing school is dealt with will be as compassionate as possible
to those involved and particularly for those whose jobs may be
at risk because of the draconian measures that might need to be
put in place.
3. CHOICE AND
ACCESS FOR
ALL
3.1 Some of the issues raised in this section
have already been touched on above and CARE supports (but with
appropriate safeguards) the proposals in the White Paper dealing
with Fair Admissions, extending rights to school transport, better
information for parents to enable them to make informed choices
and proposals such as "banding" to ensure that a school
has a balanced intake.
3.2 Having safeguarded these important aspects
schools should be encouraged to develop imaginative policies for
admissions that ensure an integrated and inclusive intake which
ensures a range of cultural and social backgrounds and other emphases
to protect the established character and strengths of the individual
school.
3.3 CARE is concerned that, of all proposals
in the White Paper, the issue of parents effectively being able
to opt for their children to attend popular and successful schools
is the one most fraught with practical difficulty. Although the
proposals to extend the right to free transport are very welcome,
we, nevertheless, believe that much more careful planning and
examination of feasibility need to be undertaken and we strongly
urge the Government to do this.
4. PERSONALISED
LEARNING
4.1 CARE commends the proposals and aspirations
set out in this section of the White Paper and welcomes the promised
provision of extra resources to promote important developments
in this area. The emphasis on the needs of the individual, in
terms of his or her learning, chimes well with the emphasis on
choice and variety in the type of school that a child may attend.
We only wish to make one or two comments in this section which
are set out in 4.2 below.
4.2 (i) Care needs to be exercised in
the use of banding or setting which, whilst it can very effectively
aid learning, must be kept flexible to allow pupil movement between
groups and must ensure that pupils can learn in different sets
or bands according to their ability in any given subject. Failure
to ensure this can soon lead to a kind of internal "elitism"
between the bands or sets within the one school. We would also
express some concern that a child may be labelled as a result
of their banding and would urge that there be the utmost flexibility
and opportunity for change at appropriate stages.
4.2 (ii) We welcome the recognition that
Key Stage 3 is a crucial area where motivation needs to be enhanced
in order to provide the best possible basis for progress in the
challenging 14-19 programmes which follow.
4.2 (iii) We welcome the emphasis on
the continuing need to provide for those with Special Educational
Needs across the spectrum from the Gifted and Talented to those
with significant learning difficulties.
4.2 (iv) CARE welcomes the encouragement
to Teachers to improve the effectiveness of their techniques and
to develop their own subject expertise through continuing Professional
Development.
4.2 (v) The White Paper's emphasis on
the importance of continuity and transition at all stages of a
pupil's education is very welcome.
5. PARENTS DRIVING
IMPROVEMENT
5.1 CARE warmly welcomes the proposals to
encourage greater parental involvement in all schools and pays
tribute to the many productive ways in which parents have traditionally
interacted with teachers and pupils for the good of the school.
We do, however, have some concerns about the extent to which parents
as a whole want to be involved in "driving the improvement
agenda" and would point out how easy it is for even the most
well-intentioned parents to be concerned with their own children's
needs without always considering the wider needs of the school.
5.2 We therefore strongly urge the Government
to consider carefully the powers that they give to parents to
ensure that they reflect the actual wishes of parents as a whole.
Parents must also be accountable for their decisions whether they
seek to change or modify the curriculum of the school or are seeking
the establishment of a new school within a given area. All parties
must consult carefully and recognise the importance of not compromising
the Headteacher's ability to manage the School effectively in
the best interests of all parents and their children.
We agree that many of these issues could be
worked out by establishing widely representative Parents Councils
which could help Governing Bodies fulfil the proposed new duty
of taking account of parents' views. However we would caution
against making the role of governors more difficult to fulfil
and would like to see more detail on the regulations and procedures
they will operate under.
5.3 We welcome the emphasis on encouraging
pupils to participate in decision making through the agency of
the School Council and recognise the valuable contribution this
activity could make to the harmonious working of the school.
6. SUPPORTING
CHILDREN AND
PARENTS
6.1 We strongly support the extended school
proposals (many of which are already being implemented by schools
in various parts of the country) and applaud the principles of
the Every Child Matters programme which is already helping
various services and agencies to work together in children's best
interests.
6.2 We welcome the proposals to provide
more targeted support for young people with particular needs and
would refer the committee to the comments we have already made
about the need for good pastoral and counselling services in Section
1.2 above.
6.3 The proposed measures for dealing with
children with particular SEN or disability needs, children who
are missing from the educational system are very important and
are warmly welcomed. Similarly we are pleased that the Government
also proposes to develop an approach to boarding education for
those who can benefit and to look more closely at the needs of
"Looked after children".
6.4 Other issues such as promoting good
health in a variety of ways including the provision of a minimum
of one full time school nurse for each Primary Care Trust working
with Children's Trusts and local authorities are welcome. CARE
hopes however that more resources will be devoted to ways of ensuring
good parenting as the best long term means of addressing these
issues.
7. SCHOOL DISCIPLINE
7.1 CARE completely concurs with the Government's
view on the importance of good discipline and of spreading good
practice in this area to all schools. We are concerned that recent
studies have suggested that this is a problem that is even more
widespread than was thought and believe there is no more important
issue in the White Paper that needs to be addressed again.
7.2 Clearly all schools and all teachers
and parents need to take this issue seriously and in that connection
we are greatly encouraged that the Government intends to build
on the recommendations of the Steer group set up to examine this
intractable problem.
In particular we welcome the importance attached
to schools developing effective policies at a local level. These
policies will be greatly helped by suggestions that will shift
the balance on appeals panels towards accepting the judgements
of Headteachers and Governors in matters where a pupil has been
excluded from school. The introduction of a clear legal right
for teachers to discipline pupils will also be a very helpful
basis for improved understanding between schools and parents in
difficult disciplinary situations.
7.3 We also commend other measures contained
in the White Paper which are designed to help parents to take
their responsibilities in matters of bad behaviour more seriously
and the possibility of setting up more Learning Support Units
to help manage bad behaviour and poor motivation. The intention
to further improve home-school links possibly through the agency
of Pupil and Parent Support Workers is also a constructive suggestion.
It might be helpful to consider ways in which the Home-School
Agreement can be given more legal significance or authority.
8. THE SCHOOL
WORKFORCE AND
SCHOOL LEADERSHIP
CARE welcomes all the proposals set out in his
chapter and warmly appreciates the great efforts made by all Stakeholders
in the educational process to improve the quality, effectiveness
and the leadership of the Workforce in our schools.
In particular CARE acknowledges warmly the investment
of resources at all levels which has not only improved the current
remuneration, training and development opportunities for teachers
and other staff but has set out clear guidelines for that improvement
to continue into the future.
We do not intend to make further detailed comment
on this section.
9. A NEW ROLE
FOR LOCAL
AUTHORITIES
CARE does not intend to comment in detail on
this section which is largely concerned with structural and operational
matters setting out how the new school system will be supported
and interpreted by local authorities (significantly no longer
called Local Education Authorities) as part of the wider delivery
of Services for Families and children which is their newly defined
duty.
We have already made suggestions that consideration
be given to dealing differently with the issue of failing schools
(in Section 2.5 above) and this was brought about by our overriding
concern that the new powers given to local authorities should
be exercised at every turn in a manner that recognises the autonomy
which will be given to schools under these far-reaching proposals.
We would suggest that more detailed information
is needed on this "new role". To expect to change the
culture and expectations of a working Local Authority on the basis
of this White Paper would give too much scope for minimal change.
CONCLUSION
We believe schools will make good use of the
new status available to them in the proposals set out in this
White Paper and that they should be given every encouragement
to take full advantage of the new opportunities they will gain.
We also believe that, with mutual respect, local authorities and
schools will quickly establish positive new working relationships
that will carry forward the ambitious agenda set out in the White
Paper to the clear benefit of all members of the community who
will be served by them.
November 2005
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