Will Ark hit the rocks in Barnet? Join protesters on Wednesday Jan 25th

Residents, parents and teachers are  planning to turn out in force at Barnet Planning Committee  at Barnet Town Hall at  7pm on Wednesday when the Education Funding Agency makes an application LINK for the proposed Ark Pioneer School.  The EFA will to attempt to “solve”problems raised  by residents  regarding traffic congestion, high levels of air pollution, little parking for staff, dense development, 7 days a week schooling, transporting children from the other side of the borough and answer claims that the proposed site is not where new housing calls for a large all -through school such as this. The 4-18 school  in Barnet Lane would commence with 90 children admitted to  Reception and 180 to Year 7.

The EFA are proposing to buy up roads around the school and meet the cost of re-modelling them. Those opposed to the plans are asking whether the money could not be better used on existing schools.

It is not only the planning aspects of the school that concern teachers and parents but the proposed teaching method. It will be called Ark Pioneer because it introduces a new system, unlike those at existing Ark schools in Brent. 'Blended learning' through technology is central  to the plans.

In an extended article on the Local Schools Network website LINK Matthew Bennett traces the origin of the concept back to Rocketship Education in the US:

John Danner’s plan for Rocketship was to ‘make something that’s KIPP-like in terms of results’.  The chain copied many features of the KIPP (US Charter Schools) model:  an extended school day and year, a narrowing of the curriculum in order to focus on literacy and maths, and a ‘data-driven’ approach geared to driving up students’ test scores.  In 2012, the young ‘Rocketeers’ had an 8.00 a.m. to 4.00 p.m. day.  This was divided into two 100-minute blocks of literacy instruction, one 100-minute block of maths, and a further 100 minutes in the ‘learning lab’.  There was no provision for art, music or PE.  The current curriculum seems to be slightly broader, including science, social studies and art as well as maths and reading.  But science is ‘embedded’ in maths, and social studies and art are ‘embedded’ in literacy instruction.  50 per cent of teachers’ pay is tied to their students’ scores in maths and reading tests.

But more than that teachers and parents are concerned that this model will be used to have lessons delivered by teaching assistants rather than qualified teachers, with children overseen as they work on ipads.   John Danner made it plain that the method was aimed at saving money:

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I do think we’re at a time, as a country, where this stuff really fits pretty well with economic crises … when you’re in a situation when you’re gonna be laying people off anyway, how do you make that as good as possible, and one of the ways is to have more of the work happening somewhere other than a classroom, through technology

John Danner, co-founder of Rocketship Education, 2010 (ibid)

Barnet NUT are holding a meeting on Wednesday but will finish in time to get down to Barnet Town Hall.  Jenny Brown, a teacher, resident and parent, as well as member of the Campaign for the Advancement of State Education (CASE), is urging people to join in the protest at Barnet Town Hall:

I think it is vital that people turn up  on Wednesday to apply pressure as part of the challenge to computer learning replacing  teachers. 

Teaching is based on a  pedagogy not rote content. Our profession is being threatened along with creative thinking, well being and the development of each child, young person and teachers of the future.

Greens welcome European Parliament vote on recognition of Palestinian statehood

The European Parliament yesterday adopted a resolution with a large majority ( 498 in favour, 88 against, 111 abstentions) calling for the Palestinian state to finally be recognised.

 Immediately in response to the vote, Jean Lambert, Green MEP for London said:

The European Parliament has today joined the growing international momentum for the recognition of the Palestinian state. The Greens/EFA group has long supported a two state solution and views the recognition of Palestine as an important step towards a peaceful solution of the Middle East conflict, which puts pressure on both sides to this end.

For too long, Palestine has received mixed messages from Europe so I also welcome that MEPs supported a Green proposal to set up a 'parliamentarians for peace' initiative with deputies from Europe, Israel and Palestine.’

 

Brent turns to academies and free schools to help solve school places crisis

As the video above shows the Green Party and Brent Council are united in the demand that local authorities should be given back the right to build their own new schools in areas of need.  The current Coalition requirement that bans any such new build and instead states any new schools should be academies or free schools is based on furthering the Coalition's privatisation agenda.

It has meant that local authorities have to rely on free schools or academies setting up in areas of need to provide extra places, rather than being able to plan new schools themselves. T address the places shortage Brent has resorted to bulge classes in existing schools (an extra class for one year group that then moves through the school as a 'bulge'), fitting more children into an exisiting building with subsequent loss of shared rooms such as libraries and IT suites, addditional building on the site-often reducing play space, or 'satellites' - use of buildings some distance from the existing school that come under the management of the parent school.

These solutions can sometimes work but I am concerned that they may also be storing up problems for the future in terms of overcrowded school sites, lack of play space, and over-large primary schools catering for more than 1,000 primary age pupils. When satellites are beyond walking distance from the main school it becomes difficult, if not impossible, to include all children in the special events that build a shared ethos and sense of community.

The Brent Executive will tonight consider going out to consultation on a new school places strategy  that includes the above actions but also advocates working with free school and academy providers. At a time when the DfE has barred 14 academy chains from taking on more schools because of their inadequacies LINK and there has been a furore over restraint of children at a Harris academy in Haringey LINK that approach will need very careful consideration.

The desperation of Katharine Birbalsingh's Michaela Free School revealed by it advertising in a fried chicken shop window in Bridge Road, Wembley Park, does not indicate that free schools are what parents want for their children.

The Executive document states:

Working with preferred promoters to open free schools is a means of reducing the call on council capital spend since the Education Funding Agency  will meet the cost of construction. The council’s Executive agreed in August 2012 a set of criteria for working with a free school partner. These are attached as Appendix 4. Where a site is identified as available and appropriate for a new school, a suitable promoter for a free school could be selected, using the criteria and an informal selection process used. This approach has been used in a number of London authorities, including Ealing, and can be used for the site which is definitely coming on stream in Brent, namely the Oriental City site.

 It is less clear on the academies route:

The academy presumption route whereby the council would put forward a school proposal which it could advertise and promote to potential academy sponsors. Under this route, the council would supply the site and use its own capital to build the school.

This becomes a strategy:

We should develop local capacity to sponsor or promote new schools, working with academies in the primary sector

 In the light of problems surfacing in academies and free schools this would mean the council providing the site and the cash for the building and then handing it over to a trust, charity or private company with no further control or oversight.

Obviously this is not  problem of the council's own making but the document does seem to make a virtue out of necessity, brushing over some of the issues I have discussed. In reality some school governing bodies have found themselves considering options for expansion or satellites that may provide extra places but could also impact on the quality of provision and education of chidlren currently in the school. Some have rejected requests to expand on this basis.

The report notes:

In respect of community schools only (so not for academies, foundation or voluntary aided schools), the local authority has the power to instruct schools to expand. This is not a power that this local authority has exercised hitherto

Ironically, if it were to use such a power, the council may find local authoirty schools converting to academy status in order to avoid what they see as damaging expansion.

The council lists a number of principles and then 21 strategies:

• All Brent schools should be good or outstanding

• All Brent schools should be part of a ‘family of schools’ which promotes resilience, mutual support and improvement

• The council and schools should work together to meet the challenge of providing sufficient school places

• Schools should operate in good quality, safe premises

• Children should be educated close to home

• Schools should work with their local communities

• Meeting the needs of children with special educational needs and disabilities should be central to our vision for education in Brent

• We should make efficient use of resources

Principle 1: We should only undertake expansions with good or outstanding schools where leadership is secure.

Principle 2: We should promote federations between primary schools, both to address quality issues and to address the future viability of one form of entry schools

Principle 3: We should actively consider two-site schools and 5FE schools and 5FE schools where there is leadership and management capacity

Principle 4: We should develop local capacity to sponsor or promote new schools, working with academies in the primary sector

Principle 5: We should work towards the amalgamation of separate infants and junior schools

Principle 6: We should not currently seek to develop more all-through schools

Principle 7: The local authority should establish a joint body with schools which oversees school place planning and school organisation, monitors the impact of the plans and programmes and makes recommendations to the council, diocese or DfE.

Principle 8: We should expect expanded and re-structured schools generally to meet government guidance on space standards but be prepared to consider innovative design solutions to achieve this.

Principle 9: We should seek to minimise disruption to schools during expansion and support school leaders to manage the challenges.

Principle 10: We should continue planning primary places using planning areas.

Principle 11: We should consider expanding voluntary aided schools where there is local Brent demand, working with the relevant partners.

Principle 12: We should continue planning secondary school places on a borough wide basis, with analysis of how admissions policies can be used to maximise choice and intake to Brent schools

Principle 13: We should consider how community benefits from school facilities can be maximised when we expand or build new schools

Principle 14: We should consult with local communities as part of the planning process to minimise/mitigate the impact of new school developments.

Principle 15: We should build inclusive provision into expansion and new school proposals

Principle 16: We should improve accessibility for all pupils, ensuring that all our secondary schools are physically accessible.

Principle 17: After assessing educational suitability, schemes for expansion

or new schools should be judged in terms of value for money and deliverability

Principle 18: We should identify potential sites for new schools where there is no capital cost of acquisition on the basis of suitability and location

Principle 19: Where a site is identified, we should seek a partner who could apply to the DfE under the free school route, using the criteria already agreed by the council

Principle 20: We should explicitly adopt the DfE recommended 5% surplus places to enable choice and to reduce the need for temporary accommodation

Principle 21: We should be ready with contingency plans for temporary accommodation, given the population fluctuations in Brent.

The problems outlined in this article makes it even more urgent to put on as much pressure as possible for loacal authorities to be given back the power to plan and build new schools. They are best placed to know the needs of the local area and have the resources to plan on a rational basis.

Grant whistle blower Snowden asylum say European Greens

The recent revelations about the borderless spying activities against so-called friend EU countries and their institutions by the US National Security Agency (NSA) and the British secret service must lead to a rapid political response according to European Greens.

Rebecca Harms and Dany Cohn-Bendit, Co-Presidents of the Greens/EFA group in the European parliament want to use the debate and resolution already scheduled for next week's Strasbourg plenary session to launch an investigation.

Commenting on the revelations, Rebecca Harms said:

"A special committee of the EU parliament must be launched immediately. We must not postpone the decision to after the summer break. The EU should cancel the agreements on Swift and PNR with the US. Before starting negotiations on a future trade agreement (TTIP) with the US, we need a debate about the infringement of international law by PRISM and Tempora. The last few days have shown how urgently we need an international agreement on data protection."

Daniel Cohn-Bendit added:

"Whistleblower Snowden has stood up for human and civil rights, especially those of European citizens. Granting him asylum now is a question of European values.. To leave him stuck in limbo in a no-man's land is ignoble and damages the EU's image.

"We will propose Snowden for the European parliament's Sakharov prize."