Governors torn over Preston Manor academy decision

Guest blog from someone who attended  Wednesday's meeting about Preston Manor's possible conversion to a Co-operative Academy.

Both Matthew Lantos, the headteacher, and the education unions made presentations to staff and parents.  No-one spoke up for an academy. The financial argument about the loss of money if the school didn't convert was put as a key reason by  Lantos for converting now and not waiting.

Not many parents attended, the weather not conducive but also, as one parent said,  many had decided  'its a done deal so why bother'. However there was a good debate with the parent governors and those from the PTA plus some other parents. They asked Matthew Lantos detailed questions about finances, quality of provision, potential use of unqualified teachers, changes in the curriculum and what powers the governors would have if the secretary of state had the ultimate say. 

Everyone agreed that no-one could predict what will happen financially. There was a large deficit of £1bn  in the DfE academy budget. The unions said that this was why both staff and parents should say no to an academy. Things may be OK in the short term but if a certain point was reached with a large number of schools converting - currently only about 10% of all schools in England have converted - then Gove could decide to take over individual converter academies and make them part of a chain. 

The move by Gove to have schools run for profit had already started.  The Co-op principles were seen as very important by the Governors as they would be enshrined in law in the articles. This would make it very difficult to change them. It was clear that governors are very torn and have a difficult decision to make. Do get back to me if you need anything else.

Preston Manor moves towards Trust status

Preston Manor All-Through School has launched its bid to become a Cooperative Trust with a public notice (below) in local newspapers. At the same time Alperton Hugh School is moving to convert to a Cooperative Academy.

The distinction is important, the former remains locally authority funded with national conditions of service for staff, the latter follows the government's privatisation route. The concern of many, including myself, is that Trust status is only a transitional step to full Academy status.  We will need considerable reassurances from Preston Manor that this is ruled out as an option.

The counter-argument is that Trust status, in a period when Michael Gove is using various methods to try and get all schools to convert to academies (including forcing schools such as Downshill in Harringey) that a Trust gives some kind of protection.

The Preston Manor Co-operative Learning Trust Statutory Notice

Notice is hereby given in accordance with section 19(3) of the Education and Inspections Act 2006 that: the governing body of Preston Manor School intends to make a prescribed alteration to Preston Manor School which is a Foundation School located at Preston Manor School, Carlton Avenue East, Wembley, HA9 8NA

The proposed alteration is to: Together with one or more of the proposed partners to acquire a trust established otherwise than under the School Standards and Framework Act 1998.

The proposed name of the Trust will be The Preston Manor Co-operative Learning Trust and the proposed implementation date is 31st July 2012

The Trust does not already act as a foundation for any foundation or voluntary school.

The proposed members of the trust are:

§ Co-operative College (1 Trustee)

§ The Local Authority (Brent Council) (1 Trustee)

§ The College of North West London (1 Trustee)

§ Wembley Schools Cluster (1 Trustee)

§ Woodfield Special School (1 Trustee)

§ Preston Manor School (2 Trustees)

§ Trust Forum or Council (2 Trustees)

In addition, learners at the school, parents, staff, members of the local community and local community organisations will be able to become members of the Trust. The Trust will have a Stakeholder Forum composed of members, which will be able to appoint some of the Trust’s trustees. As the Trust develops the Trust will welcome other schools joining the Trust.

The rationale for acquiring the Trust, the contribution it will make, and the direction it will provide to the schools can be summarised as follows:

Our desire to be at the heart of our community leads us to seek new challenges and opportunities to help children fulfil their potential. As an all-through school, we build relationships with local families in our Lower School through to our Sixth Form. 

Formally embracing Co-operative Values would reinforce our emphasis on placing responsibilities before rights; this has been embodied in the school motto, Munus Prae Jure, since 1938.

We believe that acquiring Co-operative Trust status will help us to further develop our community and social dimensions and to make this school even better. The proposed Trust, supported by a range of partners and stakeholders who are united behind our vision, will enable the school to benefit from their skills to enhance learning. We hope to not only transform the life chances of every pupil that passes through our own school, but to have lasting positive impact on the wider community as well.

This notice is an extract from the complete proposal.

Copies of the full proposals can be obtained from www.pmanor.brent.sch.uk or from the school by writing to the Governing Body (address above) or e-mail consult@pmanor.brent.sch.uk

Within four weeks from the date of publication of this proposal any person may object to or make comments on the proposals by sending them to the school at consult@pmanor.brent.sch.uk or in writing to the Governing Body of the school (address above). 

Signed:

Ms Christine Collins

Chair of the Governing Body

Dated: June 14^th 2012

Alperton teachers strike against Co-op Academy move

Michael Gove - profits ahead for private providers?

On Thursday 31^st May NUT members at Alperton Community school in Brent will be on strike against their governors decision to convert to a Co-op academy. The message to parents below from the teachers at Alperton explains why they have taken this very difficult decision to strike. There will be a picket at the school on Thursday from 8.00 am at both the Stanley Avenue and Ealing Rd entrances.

Jean Roberts, Joint BTA Secretary said, “We are proud that teachers at Alperton are standing up against this decision. The academies programme is Gove's plan to worsen state education by removing legal safeguards on teachers pay and conditions ultimately allowing unqualified teachers to teach, privatising the management of all state funded schools and again ultimately opening them all up to be run for profit. Their idea is to have a chaotic free-for-all market in state education which they say will drive down costs and improve the quality of education.

“It will certainly drive down costs but the privatisation of state education for profit will no more improve the quality of education than it will improve the quality of service for the majority of people in the national health service.”

Dear Parents/Carers

Members of the National Union of Teachers at Alperton Community School will be taking strike action on Thursday 31^st May 2012. This is  as a result of the school’s  Governing body voting on Tuesday 22^nd May 2012 to become an Academy. 

We ask for your support for our action and want to explain briefly why we are doing this.

Academies are publicly funded but privately run schools outside of the Local Authority. The NUT, in fact all education unions and the TUC, are opposed to schools being run in this way and believe that this Government wants to privatise the management of education as they do with, for example, the NHS, Royal Mail and prisons. 

Even though Alperton has applied to become a ‘Co-operative’ Academy, there is no evidence that Academies benefit pupils and no evidence that they get better examination results. The teachers are concerned for the future of all students and staff in all schools that change to Academies.

The Government has overspent on converting academies and free schools by £600 million. There is no guarantee that the short term 'bribe' to get schools to become academies will continue, rather the reverse. All schools and academies will receive the same funding from April next year. In fact there has been overpayment of more than £120 million to academies, some having to pay this back by July. The first for profit company has been agreed to run a free school in Suffolk. Others will follow.

Members of staff at the school, both teachers and non teachers have voted by a large majority in a secret ballot against Academy status and the Chair of Governors has acknowledged that there is no ‘consensus’ amongst the different stakeholders.   As a parent you may have been given a letter by your child asking you to vote ‘yes’ or ‘no’ but there has not really been any attempt to provide you with both sides of the argument.

Teachers and staff at the school work incredibly hard to achieve the best results for students attending the school.  Teachers do not decide to take strike action lightly.  

We strongly urge the Governing Body of the school to reconsider its application to become a Cooperative Academy and to undertake a thorough and much longer consultation, with parents and carers being allowed fully to hear both sides of the argument before having their say.

Yours sincerely

National Union of Teachers at Alperton Community School

Mary Arnold: Consider the wider impact of academy conversion

Cllr Mary Arnold,  Lead Member for Children and Families, London Borough of Brent has made the following contribution to Queens Park Community School's debate about academy conversion:


Brent Council is committed to continue to work collaboratively and inclusively with its Family of Schools which is a ‘mixed economy’ of maintained community and foundation schools, including a range of faith schools together with four sponsor academies and more recently three ‘converter’ academies.

The government’s school reform legislation, the huge reduction in capital spending just at a time when population increases demand school expansion in Brent (and London-wide) and the diversion of funding away from local authorities towards academies is changing the education landscape and putting significant pressure on local authorities. Brent will continue to lobby the government on the following issues

 The central importance of local authorities in the strategic planning of school places and Special Educational Needs arrangements ,the regulation of fair admissions and the development of an authority wide school improvement strategy

 The vital role that elected members and local authority governors play in a locally accountable, democratic system

 The need for fair funding allocation for all schools which does not disadvantage maintained
schools in favour of academies and free schools

 The need for a realistic level of capital funding which will address the London-wide shortage
of school places

The government has created financial incentives for schools converting to Academy status.However conversion means the Local Authority’s budget is reduced through a topslice by the Department for Education and this inhibits its ability to deliver statutory requirements particularly impacting on vulnerable children.

In Brent we have much to be proud of and a strong record to maintain:

 education outcomes are continuing to improve at all key stages
 attainment at Key Stage 4 is in the top 25% of authorities nationally within the context of high levels of deprivation
 the gap in outcomes for under-achieving groups in Brent is closing
 permanent exclusions are reducing year on year

This represents fantastic work undertaken by individual schools. However, it isn’t the whole picture. What is special about Brent and has been a key feature of success is the co-operation across Brent’s education community – schools and the local authority – and the sense of collective responsibility.

It is vitally important to maintain high levels of collaboration across Brent’s education community and avoid the risks of fragmentation from academy conversions. The Local Authority continues to have key statutory duties and responsibilities across the whole system and needs to have the capacity to discharge its duties effectively, particularly in relation to the most vulnerable. This is brought into even sharper focus with increasing levels of poverty in Brent, higher unemployment and changes to the housing benefit system.

Brent Local Authority is not standing still but is developing new ways of working in the changing landscape. We know that many services provided by the Local Authority, particularly School Improvement Services, are highly valued. We also know that many schools recognise the importance of a shared moral purpose that transcends individual schools.

Therefore Brent has developed a comprehensive Traded Services offer for 2012/13 and is also developing with schools a partnership model for future delivery of School Improvement Services from 2013/14 onwards, with schools as leading partners. Over 100 governors attended the recent meetings and there was a very positive response to partnership working between schools and the Local Authority to secure the best outcomes for Brent’s children and young people.

In summary, in making decisions about your school, we would ask you to consider the wider impact on Brent’s education community and the importance of working together in the Brent Family of Schools for the benefit of all Brent students.

Brent governors out in the cold on radical education proposals

School governors are the largest group of unpaid volunteers in the country and their role has become increasingly onerous with successive governments. They remain a vital chain in terms of the democratic accountability of schools with elected representatives from staff and parents, representatives from the local authority according to the political make up of the local council, and co-opted members of the local community. They oversee the strategic management of the school and provision on special needs,equality,  child protection, health and safety and safe recruitment. They have a specific role in terms of financial management and the setting of the school priorities.

You would think that given all the above that the local authority would be working closely with Brent governors in the current state of educational flux where all sorts of proposals for future education provision are being mooted. Unfortunately this is not the case,

Last year, following rumours that some schools were looking at joining together in a Cooperative Trust or conversion to Cooperative Academy status I wrote to Cllr Mary Arnold, Brent Council's lead member for children and families to suggest a one day conference open to headteachers, governors and professional associations to discuss the issues. I followed this up with a letter to the Willesden and Brent Times calling for an open debate about the future of schools provision in Brent.

Unfortunately events have overtaken such a conference. Last night there was a meeting of the Wembley cluster of schools where headteachers invited their Chairs of Governors to head a speaker from the Cooperative College make a presentation on options open to schools. These were a Cooperative Education Improvement Partnership, becoming a Cooperative Trust School, joining a Cooperative Trust Cluster of Schools, becoming a Cooperative Academy, or becoming a Cooperative Trust Cluster Academy.  Just that sentence tells you how complicated the issue is. The Teachers Panels asked for a speaker to address the meeting for three minutes at the beginning but their request was refused. It was emphasised that this was an information giving meeting and not a decision making one. The meeting followed a similar presentation which was made just to Wembley headteachers. The Cooperative College has had separate discussion with the local authority.

Although there was some governor representation at that meeting there is none at a meeting which is happening about now. The School Improvement Service is presenting a possible model for future service provision in Brent where the Council will retain only core services and others will be handed over to a Social Enterprise or external providers. LINK This is quite similar to the Cooperative Education Improvement Partnership above. The local authority appears to be agreeing with those who say that the service cannot continue as it is, which makes it extremely hard for someone like me to argue that we should retain the local authority and not cooperate in its dissolution.

If the local authority is not offering services to schools or those that remain are inadequate, why stay with it? My main concern is that the alternatives remove or reduce local democratic accountability - the Cooperative College argue that their alternatives, including their Academy model, offer more accountability than other provision. I argue that it contributes to the break up of the post-war local authority school system and introduces privatisation and centralised control of schools at the same time.

Complicating the picture even more is that Brent Labour is holding a meeting about academies, free schools and other issues to which only Labour appointed governors have been invited along with teacher organisations. The full range of governors listed in my introduction are not being involved. I understand that the meeting is at the Stonebridge Hub on Wednesday January 18th.

So we end up with a picture where one group of Brent headteachers (Wembley) is discussing possible Cooperative arrangements but other headteachers are not involved. Chairs of governors in the cluster have had an initial briefing but other other governors and teacher associations have not been involved.

Governors and teacher associations have not been included in discussions of a new model for school improvement services and non-Labour governors have been excluded from a discussion organised by the Labour Party about academies and other issues.

I believe in the provision of full information to encourage transparency and open debate amongst all concerned. What is happening at the moment doe not provide that and instead feeds suspicion and feelings of exclusion. Not the way to reorganise vital provision such as schools and educational support services.

One person remarked after yesterday's meeting, "Did you notice that no one once mentioned the children?"

Something to think about.

What happens when academies fail?

A spirited anti-academy campaign. More in 2012?

A repeated theme of my postings on academies on this blog has been the lack of democratic accountability. Although he leaves out the 'democratic' bit Sir Michael Wilshaw the incoming Ofsted  Chief Inspector  recognised the problem of accountability over the holiday, acknowledging that some of the increasing number of academies are likely to fail. LINK

His solution however seemed to indicate a new layer of supervision which would expand Ofsted's role and run in parallel with the existing local authority system. This duplication (and expense at a time of retrenchment) would be unnecessary if all schools remained within the local authority system - and of course we don't vote for Ofsted but we do vote for local Councils. Wilshaw however proposes that his 'Commissioners' would report directly to the Secretary of State - centralising power further,

There is an interesting piece on this on Brian Lightman's blog LINK   Lightman is General Secretary of the ACSL (Association of School and College Leaders). He describes Wilshaw's proposal as:

....effectively an devastating critique  of government policy, based on the premise that the move  an autonomous system of academies without local accountability has massively increased the risk of school failure?

He describes how much education policy is made up on the hoof and based on policy makers' personal experience. He suggest that the Crown should appoint a Chief Education Officer, along the same lines as the Chief Medical officer whose role:

...as a leading expert with the highest levels of specialist knowledge and experience would be to evaluate proposed and existing government policies with complete independence. In such a context  a proposal of this kind be would substantiated by a robust, credible and above all independent evaluation of its merits before a Chief Inspector announced it on the front page of a national newspaper.

After 36 years in primary schools I am certainly truly fed up with the way education policy seems to change on a whim with little research to back up proposals, but am not sure that a CEO is the answer.

Meanwhile there have been some responses to my question about Coop academies on the Anti Academies Alliance website HERE