Memorandum submitted by the Catholic Education
Service (CES)
1. The Catholic Education Service is
the national agency which represents over 2,300 Catholic schools
and colleges in England and Wales. Almost 650,000 pupils and students—10%
of the total—attend Catholic schools and colleges. Inspection
evidence and external examination results show that Catholic schools
consistently achieve above-average exam results, whilst simultaneously
developing the whole child in a caring and stimulating environment.
DfES statistics on the proportion of pupils who are eligible for
free school meals show that Catholic secondary schools have a
similar social mix to other schools.
INTRODUCTION
2. In some ways, the White Paper is a far
less radical document than the impression which was created by
pre-publication steers. It is a "permissive" rather
than a "prescriptive" document, and as such, individual
schools will decide whether they wish to take advantage of new
opportunities (eg becoming a Trust school).
3. Tony Blair and Ruth Kelly have stressed
that the White Paper is designed to increase social justice. In
our view, this ambition is unlikely to be achieved. Many Trusts
will seek to become associated with and support the best-performing
schools. Whilst we welcome the principle that parents should be
given additional opportunities to become involved with the education
of their children, we fear that—despite the Government's
best intentions—the practical effects of the proposals will
lead to the most assertive and vociferous in society obtaining
the places and type of education they want at the expense of others.
For example, there is a risk that, if the system does not prevent
it, middle-class parents could seek to colonise "choice advisers"
in areas where there is particular pressure on places in popular
schools, in the way they currently dominate the entry to many
of the top-performing state schools.[50]
4. The focus on admissions and parental
involvement is a result of the Government trying to legislate
to solve problems which are particular only to small parts of
the country (especially London). It is of no relevance elsewhere
where there is already high parental satisfaction with school
standards and where the vast majority of parents secure a place
in the school of their choice for their child. In many parts of
the country, introducing additional competition into the school
system will damage or destroy excellent partnerships between schools,
which are already leading to higher standards and sufficient choice.
TRUST SCHOOLS
5. We are pleased that the Government has
recognised the success of voluntary aided schools, and sees their
governance arrangements—and the subsequent opportunity for
schools to develop their own ethos—as a model for the rest
of the state sector. It is clear that the creation of Trust schools
is designed to replicate the voluntary aided model. It should
not be assumed, however, that simply allowing schools to become
self-governing is sufficient. Whilst the government is able to
copy the structure of voluntary aided schools, the success of
Catholic schools is also due to their philosophy of education,
their ethos and shared vision and common values which are fostered
and celebrated by the wider school community. Granting additional
freedoms to schools will not produce the same ethos. Additionally,
Catholic schools rely on the expertise and commitment of those
who work in the schools, and those who support that work on a
local and national level. It will be important that Trust sponsors
have the same levels of expertise and commitment.
6. Additionally, the White Paper stresses
the autonomy of schools and their Trust. Whilst Catholic schools
are autonomous in some ways, they often work in close partnership
with other Catholic and local authority schools for the benefit
of all local pupils and students. We believe that the Government
should be building on its successful policy of seeking to foster
collaboration between schools, rather than introducing excessive
competition between schools and Trusts.
7. The White Paper states that, "Schools
that acquire faith-based Trusts would not automatically become
faith schools—that would require a separate statutory process."
We seek clarification whether that statutory process will be equivalent
to that for non-Trust schools.[51]
ADMISSIONS
8. The White Paper proposes ways to improve
parents' access to school information and help in the admissions
process. One method is to provide a network of "independent
and unbiased" choice advisers. It is important that all parents
are able to access comprehensive information about all schools,
and we will be seeking reassurances that all choice advisers are
able to deal responsibly with the issues around choosing a Church
school, and do not seek to impose their personal views on parents.
There is an obvious need for much more information about how choice
advisers will work, and we will also be seeking reassurance that
the Government intends for them to work in partnership with the
schools on which they will be advising (and, where appropriate,
the relevant diocesan authorities).
9. We are pleased that the White Paper reaffirms
the rights of governing bodies to be the admissions authority
for their school. The example of Catholic schools shows that allowing
schools to be their own admissions authority is compatible with
school populations which are socially and ethnically diverse:
a greater proportion of students in Catholic secondary schools
are from minority ethnic backgrounds than in the rest of the state
sector, and the proportion of students eligible for free school
meals is in line with the national average.
10. However, we are concerned by some of
the language the White Paper uses about the admissions Code of
Practice. For example, a local authority which has set up a competition
for a new school will be able to "make modifications to proposed
admissions arrangements to bring them into line with the Admissions
Code of Practice" and "every popular and successful
school that expands will be required to prove to the local authority
that their admissions arrangements are in line with the Code".
This is a considerable change from the current situation where
admissions authorities must show they have had regard to the Code.
The Government should be clear that—in the words of the
White Paper—"no one approach towards admissions will
work in all circumstances", and should ensure admissions
authorities retain their current autonomy.
THE SCHOOLS
COMMISSIONER
11. We note with concern that the creation
of the Office of the Schools Commissioner is another example of
the Government devolving some powers to a statutory officer outside
the Department and the framework of Parliamentary accountability
and responsibility (other examples include the Office of the Schools
Adjudicator and the Office for Fair Access). It will be important
that the Schools Commissioner is clearly accountable for his decisions,
and that he does not interfere with decisions which are properly
made by local authorities or individual schools.
12. In particular, the Catholic sector will
be looking to ensure that the Commissioner is knowledgeable about
the statutory rights of the voluntary aided sector and sensitive
to the need to ensure that Catholic pupils—of all abilities—are
able to access a range of academic and vocational options which
is appropriate for them, and which—in line with the Human
Rights Act—respects their parents' wishes for a Catholic
education.
HOME TO
SCHOOL TRANSPORT
13. We welcome the government's proposals
to give disadvantaged pupils a statutory right to free transport
to "any of the three suitable secondary schools closest to
their home" where these are between two and six miles away.
It will be important, however, that for Catholic families, a "suitable
secondary school" should include a Catholic school, even
if it is more than six miles away. Failure to ensure this could
mean that children from disadvantaged backgrounds are unable to
access a Catholic education.
14. The government should be clear that
this proposal is a minimum offer. Local authorities which use
their discretionary powers to provide more generous transport
provision should continue to do so, and should not see these proposals
as an excuse to withdraw them.
EDUCATION IN
THE CLASSROOM
15. We welcome the Government's continued
emphasis on ensuring that a child's education is tailored to his/her
needs, whether they are for "catch-up" lessons in English
or maths, or participating in additional activities as part of
a Gifted and Talented programme. The government should make it
clear that schools have the right to group pupils and facilitate
progression in the way which suits them. We would expect this
to lead to a mixture of setting and mixed-ability classes as the
school deems appropriate. We also pleased that the Government
will introduce a "clear and unambiguous" legal right
for teachers to discipline pupils.
16. We believe that these well-grounded
and sensible proposals are likely to be the lasting positive impact
of this White Paper, rather than a further round of structural
reform.
50 See, for example, Rates of Eligibility for
Free School Meals at the Top State Schools (The Sutton Trust,
2005). Back
51
As in the Religious Character of Schools (Designation Procedure)
Regulations 1998. Back
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