STRIKE! Melissa Benn in conversation with Len McCluskey - January 25th 7pm

 

It's great to see Kensal to Kilburn Better 2023 up and running. Kensal to Kilburn have hosted many fine non-sectarian political discussions over the years but in-person meetings were limited by Covid:

We’re hosting a new event, and we’d love to see you there. Join us for STRIKE!  Melissa Benn in conversation with Len McCluskey, 25 January 2023 at 19:00.

Register soon because space is limited.

We hope you’re able to join us!

 

As the rich get richer, so many are taking major cuts in real income, and can’t afford food, rent and energy bills. And now Tory austerity and malfeasance have brought the NHS to collapse.

Union members saying enough is enough are in the middle of the biggest campaign of strikes in years. What hope can we find in this? Should we in Kensal & Kilburn support the strikers? If so, how?

What lessons can be learned from previous experience of strikes? How has the union movement changed, with so many women now at its forefront? Could the strike wave help force a general election?

Join writer and campaigner Melissa Benn in conversation with Len McCluskey, former leader of UK’s biggest trade union Unite, to discuss these questions and more. Plenty of time will be allowed for open discussion. Live in person, not online - free to attend!

BOOK A PLACE

ENGINES OF PRIVILEGE: BRITAIN'S PRIVATE SCHOOLS PROBLEM - A DISCUSSION

From Kensal and Kilburn Better 2019

Is private education a key source of our country's problems?

Social historian David Kynaston, co-author of Engines of Privilege: Britain's private school problem, will set out the argument made in his book, followed by responses to the book by Patrick Derham, Headmaster of Westminster School and Melissa Benn, author of Life Lessons: the case for a National Education Service, and then discussion. 

 The event will be chaired by Judith Enright, Headteacher of Queens Park Community School.

The debate will not be about whether individuals should or should not send their children to private schools; it will be about the effect of the private school system on wider society.  

Therefore we warmly welcome parents and students from both state and private schools, as well as everybody else who has ever attended school and wants a well-informed discussion on our education system and our society. 

A Kensal & Kilburn Better 2019 event put on in association with Queens Park Book Festival

Monday, 10 June 2019 from 19:00 to 20:30 (BST)

Queens Park Community School
Aylestone Avenue
NW6 7BQ London

REGISTER FOR EVENT ON THIS LINK

Hear Melissa Benn on motherhood, daughters, selective education and much else on Thursday

From Brent Culture:

Melissa Benn will be giving a talk at Kilburn Library this Thursday 20th  October

6.30-7.30pm

Kilburn Library, 42 Salusbury Road, London, NW6 6NN

Melissa is an author, commentator and journalist and member of the famous Benn political family, daughter of the late Tony Benn and sister to Hilary Benn MP.  She is also a local resident.  She has written and campaigned on many issues but is most known for her views on education.

On Thursday Melissa will talk about the seven books she has written; Public Lives, One of Us, Madonna and Child: Towards a New Politics of Motherhood, School Wars: The Battle for Britain's Education, What Should We Tell Our Daughters?: The Pleasures and Pressures of Growing Up Female, The Truth About Our Schools, Death in the City. 

She will also be talking about her current campaign to end selective education.

It promises to be a lively evening and will include a question and answer session so get ready to voice your own opinions!   

Where next for Green Party policy on education?

My motion instructing the Green Party Policy Committee to initiate a policy development process in the light of Coalition policies, which would result in a  a redrafted Education Policy being presented to a future  Conference, failed to win a majority today. Part of the process I suggested was  to invite contributions from relevant teacher unions, educators and parent campaign groups to help shape the review.

One of the arguments against was that there had been a full and very thorough review in 2007 and that this should not be thrown away. Instead it was argued that a series of amendments should be tabled at a future Conference. It was also argued that the review would take time and may not be ready for the election period.

I believe something far more fundamental is required as you'll see from my speech notes, particularly as the ful schope of the Tory strategy was not evident at the time. . I wanted a far broader and participatory process but if we are to have a relevant policy in place for local elections in 2014 and the General Election in 2015 we must start thinking about amendments for Spring Conference now. The policy is 15 pages long so it is a substantial task. The current policy can be read HERE

These are the notes of my speech (not all of which may have been delivered as set out because of  the time constraints in a very rushed debate at the en of the morning session).

I want to start by acknowledging the work that went into the current policy and the many good and innovative ideas it contains. Don't blame me for the need for revision - blame Michael Gove!

The problem is, as Melissa Benn said at the panel on Friday, we are in a period of profound and unprecedented educational change in terms of both speed and ruthlessness. The post - war  settlement is being bulldozed into oblivion.

This is not just about individual policies but the neoliberal framework - subordination of education to economic aims and accompanying privatisation and profit making and the commodification of childhood.

Michael Gove is stealing our schools, our teachers' professionalism and our children's childhood.

Teachers 'deliver' lessons to deliver higher test results to deliver higher league table position and thus deliver us from Ofsted! (Prayer)

I am involved with many campaigns with parents, governors and teachers and am often  asked, where do you stand, what would you do? I have found the present policy wanting in giving a response.

The foundation of our policy needs to be strengthened - rejecting the Coalition's ideology and linking our approach to alternative views on the economy as well as the aims of education and the defence of childhood.

Although our policies are Green Government 'aspirational' they have to start with present realities and counter them. Don't protest -demand!

Areas for revision:

Local authorities fast disappearing regarding role in education   - academies & free schools and diminishing school improvement services.  We need to think about the 'middle tier' and role of Secretary of State. What democratic structures do we propose beyond the school level. What powers should the Secretary of State have?

We need to sharpen our critique of free schools and academies to stress issues around accountability, reinforcing social divisions and marketisation. Do we propose reintegration into a locally accountable community school system as we do with private schools? Should all schools have the same 'freedoms' as academies and free schools.

Sure Start - reducing and nature of early years education changing. We need more than 'continuing successful schemes such as Sure Start' what is our vision for the early years?

Ofsted - we say 'inspections will be revised' but we need to take account of its increasingly politicised role, the fact that it is privatised (Serco, Tribal) and overlaps with academy chains. What sort of school improvement service do we envisage - role and powers? How does this relate to institutions such as the HMI?

In our policy we say that the Inspectorate and LAs will be involved in the monitoring of governing body accountability structures - revision needed in the light of academies and free schools and decline in role of LA.

Pupil population expansion - because the Government has said any new school should be an academy or free school, LAs are being forced to expand primary schools with some in urban areas having more than 1,000 4-11 year olds and losing play space and additional rooms such as libraries and halls in the process. Again the role of LA in planning and provision has been undermined so we need to reaffirm their right to build new community schools to cope with the rising population.

Teacher education - university level teacher education is rapidly disappearing and being replaced by various 'on the job' training schemes with a neglect (and disparagement) of research, cognitive psychology, philosophy of education etc.   

I hope I have demonstrated sufficient grounds for revision, but more than this I am convinced that with the right policy, actively campaigned for in communities, teacher organisations, parent groups that we have a chance of building massive support and contributing to success in the forthcoming elections as well as having people flocking to support our campaigns. (I mentioned the successful NUT 'It's Time to Stand Up for Education' rallies aimed at parents, governors, teachers and pupils that were held in Brighton, Nottingham and London yesterday)

Declaration of Interests: I am a retired member of the NUT and a retired primary headteacher. I am currently chair of governors of two Brent primary schools and help convene the Brent Governors' Forum.  I am a trustee of the Brent Play Association and run Brent School Without Walls, a voluntary organisation that provides free nature and outdoor activities in Fryent Country Park for primary classes and out of school clubs. 

Greens discuss key issues on academies and free schools

Introducing the Free Schools and Academies Panel at the Green Party Conference, Natalie Bennett said Green Party policy was simple: we don't agree with free schools and academies and are in favour of community comprehensive, and local and democratically controlled schools Dr Susanna Wiborg from the Institute of Education spoke about Swedish Free Schools from which Michael Gove derives his model. They have been established for 20 years and are growing quite quickly. They are not just niche schools but a movement spreading rapidly. Why was a social democratic country establishing profit making schools? It was a right wing government that believed that choice was needed.

In the beginning they were seen as way of getting parents involved but actually there was not much interest from parents and there was a move to private providers for profit. In terms of attainment levels, one large research project said pupils did a little better at lower secondary level but this was cancelled out at higher secondary level. There has been discussion about grade inflation accounting for the achievement levels at the lower secondary level and there was a similar pattern in Denmark and Norway. Evidence on comparative cost is not definitive but in some municipalities there are higher costs because of over supply of places due to the free schools and the authority paying for extra spaces in their schools. 

Looking for positives, some parents were more involved as they had chosen school at the beginning, and some schools initially were more innovative but now more similar to state schools.

 Melissa Benn looked at free schools and academies in broader context of what is happening in English education. It is an exceptional period in terms of the speed and ruthlessness of the 'reform'. The government claimed to be doing it in the name of greater freedom and parents' choice. Free schools get more publicity but academies are more important. Most 'voluntary' conversions were for the additional money not freedoms. Forced academies increasing as a result of the government using the standards agenda for political ends. This produces instability and the government's strategy is changing the life and craft of teachers. They are using the 'enemy of promise' label for an enormous and increasing number of groups including the NAHT, governors and academics. The Canadian ideal is 'reform without rancour. Ours is reform with rancour.

 In the UK we set up a divided system post-war and this led to resistance to comprehensivisation. Labour was divided with Blair and Adonis against comprehensives. Benn said her allies on education were in the Green Party rather than the Labour Party. We need to look at the increased segregation caused by academies and free schools and look over the horizon to what we want: less test based, less rote learning, stronger teacher education system, emphasis on the oral and a return to every school having a balanced intake.

 Commenting on Green Party policy she said there was a contradiction between locally based schools and having a balanced intake. She emphasised the importance of funding as an issue. 

 Sue Shanks, Brighton and Hove lead member for Children and Young people said she joined the Green Party because of its education policy. There were no free schools then. She said the problem is that we have a policy against free schools and academies and a Govenment that wants us to have them. She had been accused locally of having principles that get in the way of school place provision. The city had no converter academies and there was no great push from parents for academisation. The DfE were trying to persuade them to have academies and free schools. At present there was no major pressure on school places in comparison with the crisis elsewhere but there were some areas of difficulty. Shanks said there was great concern about the issue in local government. She recognised that the Green Party want more diversity but LA can't decide what free schools to approve. She finished by saying that Brighton and Hove Council were determined to keep the role of the education authority and maintain core services to schools. 

Discussion afterwards included some affecting descriptions of the impact of Gove's policies from education practitioners and parents as well as testimony from a former student of an 'outstanding' school whose personal experience was that it may have done well academically but it cared little for pupils' well being.

 Contributions were made about the problems faced by pupils with special needs under the current regime as well as some parents rejecting state schools for their children because of the testing regime and narrow curriculum. One core issue was that we have never had fully comprehensive education in this country and another that some schools managed to be creative with a broad curriculum despite the current setup.

 I asked what sort of structures we wanted to ensure democratic accountability in the light of increasing numbers of academies and shrinking of local authorities.

Disappointingly, Christine Blower, General Secretary of the NUT was unable to join the panel.

Millar's withdrawal from Hampstead and Kilburn highlights Labour's failures on education

The announcement yesterday that Labour education activist Fiona Millar has withdrawn from the contest to represent Hampstead and Kilburn is a clear sign of the frustration that many party members, teachers and parents feel about Stephen Twigg's failure as Michael Gove's shadow.


Twigg's failure to take Gove on regarding examination reform, free schools, forced academies and the curriculum have led to him being given the hashtag #silenttwigg and facebook commentary on Silent Twigg focus on his latest non-pronoucements as open goals loom before him..

Millar herself is quoted in the Standard as saying:

It is very important that Michael Gove and his policies are challenged vigorously. At the moment that is probably easier to do from outside the party machine and is what I will continue doing.

She went on to say that Labour policy on education 'is too vague at the moment'.

Fiona Millar, along with Melissa Benn and Francis Gilbert are part of the Local Schools Network LINK

Their core message is:

1. Every child has a right to go to an excellent local state school, enabling every child to achieve their full potential.
2. Every state school should have a fair admissions procedure.
3. Every local school should be responsive to their parents and pupils’ needs and wishes and be accountable to the local community.
4. That local schools in difficulties should be supported to improve, not attacked and  demoralised.

Does Labour support Adonis's academies policy?

During the Brent Education Debate, when Melissa Benn was expressing optimism about Labour's Policy Review producing a better policy on academies and free schools, and some faith that Stephen Twigg was clarifying his position, I said, "What about Lord Adonis?"

I thought I should explain.  Andrew Adonis, former Labour schools minister,  wrote an article in the New Statesman on September 14th LINK entitled Beyond Our Berlin Wall about the division between state and private education. His ideas are a long way from the support for the public sector and an accountable local schools network that were being expressed in our debate.

Adonis states:

It is academies that are systematically eradicating failing comprehensives, And academies - as independent state schools - are the vehicles by which private schools can become systematically engaged in establishing and running state-funded schools.

Explaining  how private schools should sponsor academies, he says:

I don't just mean advice and assistance, the loan of playing fields and the odd teacher or joint activity... I mean the private school or foundation taking complete responsibility for the governance and leadership of an academy or academies and staking their reputation on their success, as they do on the success of their fee-paying schools.

Taking for granted the superiority and success of academies and free schools, Adonis ignores fundamental issues such as selection, funding and small class sizes, as well as democratic accountability The day after the debate I took a class of children from a local private primary school to Fryent Country Park. There were 17 in the class; last year there were just 12. In contrast both community primary schools visiting that week had classes of 30. Is Adonis proposing that private school sponsored academies should have funding and class sizes to match their sponsors?

The New Statesman had a special reader offer of Adonis's new book, "Education, Education, Education", signed and with a "personalised inscription" at a special reduced rate of £8 (rrp £12.99). Somehow it seems to sum up Labour's confused position.

What Future for Brent Schools? Video of recent debate

Many thanks to Pete Murry of Brent Green Party for filming the second half of the What Future for Brent Schools debate. The video picks up after the presentations by the panel and the initial questions and statements from the audience.

The panel is from left to right (physically, not politically!) Cllr Mary Arnold, Brent Council leader member  for children and families;  Martin Francis Brent Green Party spokesperson on children and families; (Gill Wood, local parent, governor and chair); Jon O'Connor, Cooperative College; Melissa Benn author and governor and Hank Roberts, National President, ATL.

Time for a Brent campaign for accountable and equal education?

'At the heart of every child...is a unique genius and personality. What we should be doing is to allow the spark of that genius to catch fire, to burn brightly and shine'

Michael Morpugo          

'Though this (Exam and Test) cult pretends that it can discern differences between people and makes judgements on their worth, this has little relation to real people's real worth in the real world, where all kinds of other capabilities are needed which the cult can't and doesn't test. eg ability to contribute to and learn from others in the process of performing a task; being flexible when confronted by the unexpected; knowing what to do and how to do it if required to research, investigate or enquire - particularly if the enquiry is going to involve more than one person; being able to motivate oneself (or a group of people) without an outside authority demanding that you do so' 

Michael Rosen        

Getting carried away at the Brent Education Debate

I cannot offer a comprehensive summary of the speeches made at the Brent Education debate this week by Cllr Mary Arnold (lead member for children and families), Jon O'Connor (Cooperative College), Melissa Benn (local parent and author) and Hank Roberts (President ATL). This was because I was due to speak further down the list and constantly updating what I was going to say as other speakers raised the issues that I had planned to cover.  Always a problem with a list of speakers. I hope to publish something more from an attendee later.

What I can do, however,  is outline some of the key themes that emerged.

Melissa Benn spoke about the introduction of the market into education and the way the state sector was being opened up to profit makers. She spoke about the continuities of approach of both Conservatives and Labour but also expressed hopes about Labour's current policy review. I broadened the analysis to suggest that the destruction of the post-war settlement which created the welfare state was an attack on the alternative, communitarian values of the public sector because of the threat they posed to the market values of competition and profit making.  The bottom up innovations by teachers in the 1970s and 80s and their broad and progressive definitions of the nature and purposes of education had been attacked through the abolition of the ILEA, removal of teachers' wage bargaining, the national curriculum,  testing, league tables and centralised systems such as the Numeracy and Literacy strategies. There has also been changes in teaching training which served the new agenda. Teachers, as well as pupils, were being disciplined into the market.

The threat of fragmentation of the school system through  academies and free schools was also a recurring theme.  The lack of democratic accountability, limited parental representation and the  limited powers of the LA to intervene could not bring about just fragmentation and limit the ability to plan school places, but could also create segregation and limit access for children with disabilities or special needs. I pointed out that although we didn't talk about it there was already segregation in Brent schools. I mentioned two cases of places in Brent where a community school and a faith school were next to each other. When children left at the end of the day, one school's pupils would be mainly white and Afro-Caribbean and the other mainly Somalian and Middle Eastern. (Clearly here religion and ethnicity overlap).

Cllr Mary Arnold said that in order to provide school places, and because all new schools had to be either free schools or academies, the council were trying to find an acceptable free school partner. This was better than having a less acceptable one turn up in the borough. The council had devised criteria LINK that the partner would have to meet.  I expressed doubt that a partner would come forward that would meet these criteria as justification for creating free schools and academies was not to be bound by such demands. I expressed concern about council's policy of increasing the size of primary schools to meet the school places shortage. Primary schools of more than 1,000 4-11 year old pupils would be the result and I questioned whether this was a suitable size of institution for young children. I said that the Green Party favourd small schools where the staff knew all the children and their families and where special needs and vulnerable children could be catered for. I was especially concerned about safeguarding in large schools.

Jon O'Connor, who has been involved in talks in Brent about setting up Cooperative Schools and Cooperative Trusts, stressed that such schools still followed LA admissions guidelines, were financed through the LA, did not take funds away from other schools and had a positive democratic ethos. He did not go into detail about Cooperative Academies which are a different kettle of fish. Melissa Benn, who is a parent at Queens Park Community School which has become an academy despite parental opposition, joined O'Connor in pleading that schools making very difficult decisions in the present climate, particularly in terms of the financial benefits of academy status, should not be harshly judged by others.  Hank Roberts said that he against academies and would carry on fighting even if only one survived, said that there was a hierarchy of preferences starting with the community school, through cooperative trusts and federations, cooperative academies to free schools and sponsored academies. O'Connor said that becoming a cooperative trust could protect schools from being 'enforced' academies but Roberts retorted that Gove would quickly close that loophole if it proved effective. He praised the staff and parents of Downshill  Primary in Haringey who had fought Gove's decision to enforce academy conversion. Cllr Mary Arnold said that the formation of a federation between Furness Primary and Oakington Manor Primary had prevented the possibility of the former being forced to become an academy.

The two Michaels quoted above introduce the next theme which is that of the impact of all these  'reforms' on childhood, the role of education, the nature of teaching and learning and much else beside. It is significant that they are both children's writers in regular contact with children and schools. The narrowing of the curriculum, exam and test driven teaching, the target culture (an audience member said that in one primary school children responded to their name being called in the register with their targets rather than 'Yes Miss') and packed timetables all impact on children. With the pressure of testing, even now extended to phonic testing of infants, the abolition of the EMA, introduction of  tuition fees and prop[sects of unemployment our children are under pressure as never before. I described how when I was a headteacher, a parent accused the school of putting so much pressure on her daughter regarding SATs that she was being robbed of her childhood. I urged that children,  rather than the needs of industry and international PISA comparisons, be put at the centre of education. We needed to reclaim the right to childhood as well as reclaim our schools. 

The last theme, proposed by Pete Firmin of Brent TUC, was that of resistance to what was going in education just as there is resistance to the destruction of the health service. A parent voiced, to loud applause her determination to resist the increasingly political role of Ofsted by promoting a parent strike when Ofsted visited, with children being kept off school. Cllr Mary Arnold spoke about demands that were being formulated through  London Councils that would mean a united strategy across London and cooperation between boroughs.  I suggested that with the demise of the local Campaign for the Advancement of State Education (CASE) and the Brent Federation of School Governors that from the meeting we should build a broad-based campaign involving parents, teachers, governors and students  on the basis of the  basic principles emerging from the meeting.

Jon O'Connor had been been busy with pen and pad as I was speaking and suggested a campaign called Building the Right Education Now Together (BRENT).

A little clumsy perhaps?

More than 70 people attended the debate which was very ably chaired by Gill Wood a local parent and governor. The audience included students, parents, teachers, governors and the headteachers of Copland, Kingsbury and Preston Manor High Schools. Unfortunately, although I don't know them all by sight, I could see no primary headteachers at the meeting.

Schools in turmoil - debate the changes on Thursday

Changes in education are coming thick and fast and it is hard to keep up, let alone work out what they mean for children, parents, teachers, headteachers and governors in our schools.

There is an urgent need for a discussion about the changes that are taking place. Brent teacher unions, supported by Brent Fightback, have organised a debate open to everyone in Brent who is concerned about the future of our education system, both nationally and locally.

Academies and free schools, changes in the curriculum, the crisis in the exam system, increases in the size of primary schools, the shortage of primary school places which will soon extend to secondary schools, the role of school governors, changes in the way schools are supported by the local authoirty and privatisation are all issues which cry out for debate.

The debate that will take place on Thursday 20th September at Copland Community School from 7-9pm.

Speakers will include

Melissa Benn, a local parent, writer and journalist who recently published 'School Wars - the battle for Britain's Education'

 Jon O'Connor, regional manager of the Cooperative College which supports schools setting up as cooperatives, cooperative federations or cooperative academies

Mary Arnold, Brent Council's lead member for Children and Families

Martin Francis, Brent Green Party spokesperson on Children and Families

Hank Roberts, ATL President and a Brent teacher

The meeting will be chaired by Gill Wood, local parent and school governor

Brent Labour takes on fight for community schools as secondaries consider academy options

The academies battle field

It was a busy day on the academies front in Brent yesterday.

At lunchtime a joint meeting of unions at Alperton High School voted unanimously for strike action if the school's governing body decided to apply for academy status. They called for the governing body to support the unions' opposition to academy or trust status. If the decision was to consider academy status they demanded a fair public debate and a secret ballot of staff and parents.

In the evening the Alperton governing body decided not to go ahead with academy conversion at this stage but instead agreed to invite the Cooperative Trust to handle a consultation process with five options:

1. Seek other partners to become a Cooperative Education Partnership which would require no change in the school's status.
2. Become a single school Cooperative Trust School which means that the school would remain maintained but change from a Foundation to a Trust school.
3. Become a Cooperative Trust in partnership with other schools (eg neighbouring primary schools). The schools would remained in the maintained sector with one Trust Board bur separate governing bodies.
4. Become a Cooperative Trust as a lone school or in partnership with others with a view to moving on to Cooperative Academy conversion. This would gain the 'benefits' of academy status but embed Cooperative values and ethos.
5. Maintain the status quo, maintained Foundation school.

In the South of Brent, Queen's Park Community School governing body, is concerned that it will be the only secondary school not looking at academy status, but has made it clear that it would like to stay as it is - a community school in the Local Authority. Though they are keeping abreast of the Coop moves in the borough they will have been heartened to hear that Alperton has not decided yet whether to go down that route.

While the Alperton Governing Body was meeting, down in Stonebridge, Labour Councillors and Labour nominated governors were meeting with some local teachers to discuss the current issues in school organisation with particular reference to academies. I attended at the invitation of Cllr Mary Arnold, lead member for children and families.

Melissa Benn, who is the parent of a child at a local community secondary school, gave an over-view of the current situation and some of the contradictions of Coalition policy. Academies had been able to boost their results by using vocational qualifications but Michael Gove had criticised such qualifications. By changing the rules to convert 'good' and 'outstanding' schools to academy status, the government had made academy results look better. Michael Wilshaw had been appointed as an independent chief of Ofsted but was also linked with academy provider ARK. She suggested the long-term aim was destruction of local authorities with a substitute unelected 'middle tier'. Academy chains were likely to move in to fill that space with 'for profit' schools not far behind. Labour had been stuck for 18 months, failing to react. She quoted an overheard conversation between Labour MPs 'we don't have an education narrative any more'.

Mary Arnold said that they had to recognise the pressure for academy status for short-term gain. It was important to recognise the impact on the whole Brent community of schools of fragmentation and the financial loss to the authority through top-slicing of the budget. The latter would affect the LA's ability to provide viable services. She said that present academies cooperated in the Brent 'family of schools', one less so than the others. She said that the role of the LA was essential and needed to be publicised by governors. These included:

• strategic planning of school places
• tackling underperformance of schools and particular groups of pupils
• meeting the needs of vulnerable children including looked after children, those with special education needs and those who had been excluded from school

In a key passage in her briefing paper she said:

The local authority believes that there will be overall adverse effects on children and young people if strong collaboration and collective responsibility is not maintained and if the LA education function reduces to the extent that statutory responsibilities cannot effectively be fulfilled.

Cllr Arnold said that she expected a good take-up of the council's traded services for schools in 2011-12 . (Schools 'buy-in' these services but can also go to other providers). I pointed out that it was hard to back-up calls to remain with the local authority when they were cutting their services and staff reductions were making them less efficient. The campaign against academies and campaign against cuts were part of the same struggle.

Hank Roberts said that the issue was one of democracy and the right of staff and parents to have a secret ballot on academy proposals, with the unions taking strike action if the demand was not met. I added that schools did not belong to individual headteachers or even governing bodies, but to the whole community. In a sense academy conversion meant that our schools were being stolen from us. The need to involve parents and inform them of the negative issues association with academies was stressed by a number of contributors with calls for joint meetings of parents and governors. I asked if the database of parents held by Brent Council could be used to initiate ballots of parents if schools refused to hold one.

Among the suggestions to make Labour more proactive on the issue were:

1. Support for the right to hear a balanced debate pro and anti-academy and a right to an indepenent ballot, for and against, or parents and staff. Governing bodies would be expected to take the result into consideration. There was also a sugegstion that student actionm such as that at Kingsbiry High, hould also be supported.
2. A leaflet about the issue for distribution to parents.
3. Lobbying by councillors of schools where there was no nominated Labour governor if they were considering conversion.
4. Promotion of the services offered by the education authority.
5. A Brent Governors' One Day Conference on the academies and free schools issue with a 'for and against' debate and information available.
6. The relaunch of an Association of Brent School Governors
7. The formation of a broad-based campaign to defend community schools in Brent.

The battle for Brent schools - which side is Labour on?

The battle against academies and free schools has reached a tipping point, author and campaigner Melissa Benn told the AntiAcademies Alliance AGM yesterday. The battle being waged by teachers, parents and governors of Downsides Primary School against enforced conversion to an academy had exposed  the contradiction between Michael Gove's rhetoric of freedom and autonomy and his actual use of coercion.

Benn said that the over-funding of 'good schools' converting to academies or of parents setting up free schools was the government 'empowering the affluent'.  She said that there were three main element's in Gove's programme:

1. A fundamental change in the provision of state education with the academies' links to outside bodies separating them from the local community. Despite government denials the long-term aim, via the 'educational chains' such as E-ACT, ARK and Oasis was privatisation and profit-making. She said that there was no evidence that autonomy itself led to improvement. Where there was improvement it was probably due to increased funding, however that was drying up and the Financial Times recently revealed that the DfE had to bail out eight financially failing academies at the cost of £10m to the tax payer.

2. Gove wants to preserve and expand all forms of current non-LA provision including the expansion of grammar schools via 'satellite' schools and changes in the Admissions Code. This will increase selection and social class and religious segregation.

3. Fundamental changes in the learning culture of schools. She contrasted the broad and creative curriculum and relaxed learning culture of Eton and Wellington public schools which she had visited recently  with the narrowing of the curriculum in academies (depth replacing breadth) and a coercive ethos producing a climate of fear. Academies had in effect 'captured' children for longer hours (often 8.30am until 5pm) and teachers, parents and pupils were often frightened of the management as the school pursued its aim of 'results at all costs'. Anyone arguing against this culture was told that they were supporting failure.

Melissa Benn advised the audience to keep an eye on the US Chartered Schools which served as a model for Gove. We need to argue that some of the most successful schools internationally are non-selective and make the case for increased government funding, small classes, time for teachers to prepare lessons and ongoing teacher assessment rather than SATs.  Subsequent discussion focused on how Ofsted was being used as a political weapon against local authority schools  with the appointment of ARK adviser Sir Michael  Wilshaw as Chief Inspector.

A group of parents from Downside Primary School started by extolling the virtues of a school that did not just concentrate on SAT results but had a broad and enriching curriculum in a child-friendly atmosphere. The children had recently won a national art prize. They were shocked at the enforced academy move by Michael Gove based solely on SAT results but quickly organised, speaking personally to members of the different communities of the school, publicising the issue and using social media to spread the word, They have been lucky in that local MP David Lammy was an ex-pupil of the school and although pro-academy had been against enforcement and had spoken at their public meeting attended by more than 600 people LINK as well as raising the issue in the House of Commons. LINK The parents said that the under-funding of Haringey schools compared with neighbouring boroughs was of fundamental importance and a campaigning on the issue would appeal to parents. There will be a demonstration on Saturday 28th January at noon in support of Downside. I will post details when they are available. It seemed to me clear that primary schools with their strong parent links, good school gate communication opportunities and community ethos will be in a good position to fight academy conversion compared with the more isolated secondary schools.

In my contribution from the floor I drew the meeting's attention to the importance of making the link between cuts and academy conversions. Conversions took money away from the local authority while the cuts in services made by local authorities made arguing  for the benefits of remaining a local authority school harder.In Brent the council in planning to set up a 'public enterprise' provider along the lines of the Cooperative Trust offer, was undermining its own existence.

Alasdair Smith, National Secretary of the AAA, said that Gove was pursuing a full 'for profit' agenda. The shortage of school places was being used as an argument for more 'energetic providers' (private chains) to move in. He felt Downshill was a turning point with Michael Gove worried about the slow down (perhaps because of forecasts that extra money was drying up) in conversions that had taken place since October 2011. He said that he had addressed 50 meetings on the issue over the lasy year but that we now needed a mass movement against Gove's policies.  He praised the Green Party for its consistent anti-academies policy.

The last session was devoted to a discussion on the Labour Party and Academies.  There was recognition of the divergence of local Labour group's attitudes with some fiercely for academies and some militantly against (The Brent Executive has both within its ranks). Stephen Twigg, the Labour shadow had avoided the issue by saying that he did not want to 'get into a hackneyed debate about structures' while Labour was not saying the same thing bout the NHS. Labour needed to live down its pro-academy history and think again, adopting a clear policy against academies and free schools. A Labour councillor said that we should beware of 'friends' such as the Cooperative Trust with their ethical cooperative claims when schools had always been cooperative institutions. Local authorities needed to come out and defend their role rather than be supine in the face of the Coalition's attacks.

Richard Hatcher (joint author of No country for the young: Education from  new Labour to the Coalition- Tufnell Press) said that Labour needed to fight on both structure of education and content of education, support campaigns against academies and free schools , and debate what a Labour government would do with what it will inherit in 2015 if elected. One speaker from Unison said that she had joined the Labour Party in  order to influence their education policy. Other speakers aid there was a need to focus on the huge salaries paid to academy headteachers and chief executives as well as the amount of public money being spent of academies and free schools as a whole.

All these issues are extremely pertinent as Brent Labour has organised a meeting for Labour nominated governors and anti-academy teachers on Wednesday, 7.30pm at the Stonebridge Hub which will be addressed by Melissa Benn.

Melissa Benn, School Wars-The Battle for Britain's Education, Verso