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.

Brilliant 'Gove Must Go' rap by Chester MC

The fight is not just against Michael Gove but against the whole neoliberal Global Education Reform Project (GERM) supported by all three main political parties, nevertheless this is FUN!

EDUCATION NOT FOR SALE: TUC report condemns profiteering from education

...

 The government's free school and academy programme has cost taxpayers nearly £80m in consultants' fees according to a new TUC report published today.

The research – which analyses official Department for Education (DfE) figures –shows how since 2010 ministers have signed off £77m of public funds to lawyers, head-hunters, accountants, estate agents and management consultants.

The report says the additional bureaucratic cost of starting up free schools and academies is diverting money away from children’s education.

The findings come as the TUC and its education unions prepare to launch a new campaign against privatisation and profit-making in schools, colleges and universities.

The report raises a series of concerns about the government’s education reforms including:

The use of private consultants – £76.7m of taxpayer funds (which might otherwise have been available for children’s education) has been paid to 14 private firms to provide additional services to free schools and academies since the government took office.

These include PKF UK Ltd, an accountancy group whose parent firm BDO UK claims on its website to offer “offshore tax planning” to “high net-worth individuals”.  PKF UK Ltd was paid more than £8m in public funds between December 2010 and June 2013.

Another company to receive millions in public money is Veredus, which is part-owned by outsourcing giant Capita. Veredus, which specialises in head-hunting, has received over 4.7m from the government.

Value for money – the government has expanded its free school-building programme despite the fact that many remain under-subscribed.

Between October 2012 and December 2013 it spent over £200m of taxpayers’ money to purchase land and property for free schools, bringing the total spent on free school-building projects to over £500m since 2010.

These purchases went through even though free school students make up a tiny proportion of school learners in England.DfE figures show that last autumn the 154 English free schools for which official data was available were teaching 21,973 pupils – the equivalent of 11 large secondary schools. This equates to just 0.3 per cent of the 7.5m pupils currently attending state-funded schools in England.

Conflicts of interest – the TUC research also reveals that at least three of the twelve largest chains of academies (schools funded and overseen directly by the government and managed independently of local authorities) have links to the Conservative Party.

Lord Harris of the Harris Federation has been a Conservative donor, Lord Fink, a director of Ark Schools, who – like Lord Harris – is a Conservative Peer and is a former Conservative Party treasurer and major donor, and the David Ross Foundation, which was set up by the co-founder of Carphone Warehouse, who has also donated to the Party.

The report also highlights how the academy sponsor and Conservative donor Theodore Agnew chairs the DfE’s academies board, an internal group aiming to boost the number of sponsored academies.

Value extraction – the report highlights how taxpayer-funded academy chains have paid millions of pounds into the private businesses of directors, trustees and their relatives.

These include Grace Academy, which runs three schools in the Midlands and was set up by Conservative donor Lord Edmiston. Grace Academy has paid more than £1m either directly to or through companies owned or controlled by Lord Edmiston, to trustees’ relatives and to members of the board of trustees.

Corporate ownership – the number of private companies applying to run free schools has tripled since 2011.

Between 2011 and 2013 applications from corporate sponsors shot up from 8 to 25 per cent. Over the same period applications from teacher-led groups plummeted from 24 to 6 per cent and applications from parent and community groups fell by a third.

TUC General Secretary Frances O’Grady said: “The government’s education reforms are being driven by free-market dogma rather than what is best for learners.

“Money that should be spent on children’s education is instead being swallowed up by private firms and in expensive property deals.

“This report highlights how companies have been allowed to cream-off millions in profits from running schools and support services.

“Let us be under no doubt, our world-class public education system is under threat from corporate interests and our schools, colleges and universities are now less accountable to taxpayers and local communities.”

Next Tuesday (18 March) the TUC and the education unions are launching Education Not For Sale – a campaign against privatisation and profit-making in schools, colleges and universities.

Education Not For Sale calls for:

•  A commitment from all political parties that no school should be run for profit, either directly or indirectly, and for this to be enshrined in legislation.
• All publically-funded education institutions must be democratically accountable to their local communities, which includes a key strategic role for local authorities.
• All pupils at state-funded schools must be taught by fully qualified teachers and all schools must be governed by the national curriculum.
• The funding and governance of all state-funded schools should be fully transparent to enable local communities to determine how state funding is being used, and potentially misused, in all local schools. This should include requiring all schools to establish a register of interests to prevent indirect profit-making by private companies
• In further and higher education, the government should introduce a new requirement that public support must only go to educational and training organisations that are not-for-profit, and should put in place a tougher regulation for those organisations owned by for-profit companies.

 Full report is available HERE

Six page campaign booklet PDF available here: LINK

Greens issue radical education challenge to 3 main parties

Regular readers will realise I have been away for a few days. I have been in Liverpool for the Green Party Conference where we debated Education policy on Saturday:

The Green Party has sharply differentiated its education policy from that of the three main political parties in revisions adopted at the weekend.

Moving the revisions I said:

The neoliberal project is based on the premise of unlimited growth and unrestrained exploitation of the earth’s resources and sees society purely in terms of the market, competition, private acquisition and consumerism. This leads to the marketisation of education through the privatisation of schools, erosion of democratic accountability and the narrowing of the curriculum policed by testing and Ofsted.

Our rejection of this model enables us to put forward an education policy that is child-centred and provides everyone with the knowledge and skills to live a fulfilled life, restores local democratic accountability, teachers’ professional autonomy and children’s right to a childhood.

The revised policy that was overwhelmingly approved with only two or three votes against commits the Green Party to:

·        Abolish the current SATs and the Year 1 Literacy Screening Test and rigid age-related benchmarking

·        Recognise the great variance in children’s development in the early years and the need to offer developmentally appropriate provision including the important role of play in early learning

·        Strengthen the role of local authorities in terms of funding and the enhancement of their democratic accountability

·        Oppose free schools and academies and integrate them into the local authority school system

·        Restore the right of local authorities to build new schools where they are needed

·        Adopt an admissions policy that recognises every child and young person’s entitlement to access a fair, comprehensive and equal education system, regardless of their background

·        Embrace a diverse range of educational approaches within that system

·        Replace Ofsted with an independent National Council of Educational Excellence which would have regional officers tasked to work closely with LAs. The National Council would be closely affiliated with the National Federation for Educational Research (NFER)

·        Ensure every child in the state funded educational system is taught by a qualified teacher

·        Reject performance related pay

Existing policy on the Curriculum which replaces the National Curriculum with a series of ‘Learning Entitlements remains unaltered.

Commenting after the policy changes were adopted I said:

We know that many despair of the current policies of Michael Gove and Tristram Hunt’s pale imitation and the great and reckless damage they are doing to the education system, teachers’ morale and children’s well being. We have clearly set out an alternative vision that replaces competition with cooperation, coercion with partnership, and fragmentation with cohesion.

RECLAIM OUR SCHOOLS! Hammersmith.Tonight.

Tonight's Education Question Time at St Paul's Church in Hammersmith could be the start of a significant fightback against neoliberal policies in education. It is a chance to bring together teacher unions, parent groups, community organisations and governors in a concerted campaign to defend progressive child-centred and democratically accountable schools with broad educational aims from privatisation and narrow aims centred on international commercial competition.

Nothing could illustrate the current battle more than the fate of Sulivan Primary School, a walk away from tonight's venue. Hammersmith and Fulham Council has voted to close the successful Sulivan Primary School (ostensibly a merger with a nearby primary academy) and handing over its unique site to a boys' free school.

Staff, parents and pupils have all campaigned for their school and their views have been ignored.

Here are some of the questions tweeted for tonight. Add your own: #edqtime @nec2014

The Green Party's Education Policy offers a real alternative

Tristram Hunt's proposals on licensing teachers ignited a furious Twitter firestorm last night with teachers declaring that this was the last straw: there was no one on their side and no party they could vote for. A surge of support for Labour amongst teachers recently recorded in polls looks like evaporating quickly.

There is a party that rejects the centralising and privatising educational agenda of the three neo-liberal parties and that is the Green Party.  Labour started the process of academisation and it is their granting of unprecedented powers to the Secretary of State that Michael Gove is now utilising. Tristam Hunt's proposal should really not come as a surprise.

The Green Party's Spring Conference will be considering a series of amendments aimed at strengthening education policy  which will result in a real alternative which will be attractive to teachers and parents.

Starting from first principles we would state:

The Green Party believes that education should provide everyone with the knowledge and full range of skills they require to participate fully in society and lead a fulfilled life. The Green Party rejects market driven models of education that see its role only in terms of international economic competitiveness and preparation for work

We want to develop an education system that will nurture a desire to learn throughout life. We will do this through a child-centred approach to learning which builds on the skills and interests of each individual child.We will therefore end the current testing regimes and rigid age related benchmarking.

Education should be at the heart of communities and for communities, and should promote equality, inclusivity, social and emotional well-being and responsibility and be democratically accountable to them.

 The Green Party believes that the early years is a unique educational stage in its own right and not just a preparation for school. We recognises the great variance in children's development in the early years and the importance of a developmentally appropriate  provision which includes the important role of play in early learning

These principles lead on to

Education is a right and an entitlement and should be free at the point of delivery to people of all ages.Education is social rather than market provision and we oppose any attempt to privatise state-funded schools or to enable them to become profit-making.  

Free schools and academies, although publicly funded, currently lack local democratic accountability and oversight. We will reintegrate them into the local authority school system.

 In order to do this we have to strengthen local authorities and reduce the powers of the Secretary of State:

The Green Party recognises the key role of Local Authorities in the planning and provision of new school places, establishment of fair admissions policies, ensuring of equality of access for Looked After Children and those with disabilities and special needs, and the provision of School Support Services. We will therefore strengthen local authorities through adequate funding and seek to enhance their local democratic accountability. We will review and reduce the powers of the Secretary of State.

In schools we will tackle the dominance of testing which leads to teaching to the test rather than real education:

There is currently too much emphasis on national tests and fulfilling marking schemes, which can oppress teaching and learning and create a great deal of unnecessary pressure on children as young as 5. Teaching and learning are too often dominated by meeting targets and ticking boxes both for teachers and for pupils. The Green Party will abolish external SATs nad the Year 1 Phonics Test.

We tackle the increasingly politicised role of Ofsted by proposing a new body:

 The Green Party will instate a system of local accountability using continuous, collaborative assessment of schools. We would replace OFSTED with an independent National Council of Educational Excellence which would have regional officers tasked to work closely with LAs. The National Council would be closely affiliated with the NFER

Accountability will be important:

 Where pupils’ attainment and progress is reported as part of a school’s holistic report to parents and the wider community it will include assessments, including value-added, moderated by the National Council of Education Excellence and the local authority’s School Improvement Service as well as the school’s own self evaluation

Secondary and college students will have a right to attend meetings of the Governing Body of schools and members of the elected School Council will have voting rights. Governing Bodies in primary schools will have the duty to regularly consult with the elected pupil School Council.

 The Green Party will encourage schools and colleges to set up Parent Forums or Parent Councils to enhance the school’s accountability and improve communication and collaboration over issues such as curriculum, provision, homework, attendance and behaviour management

Inequality is entrenched in our school system, often through admissions systems and we will tackle this issue: 

Currently there exists a range of inequality within our education system. This can often stem from unfair admissions processes, particularly in private schools, grammar schools, faith schools, free schools and academies. These processes often serve to work against already the most disadvantaged young people in our society (such as those from poorer backgrounds or ethnic minorities). In order to provide an equal opportunity for all young people then admissions must be as balanced and fair as possible.

Selection by aptitude, ability, or social class runs counter productive to creating a high quality education system for all students. Excellent all-ability schools with balanced intakes are the best way of ensuring that every child receives a first-rate education

 The local authority will determine admissions arrangements for all local state funded schools. Ideally young people will be placed at their local schools. However currently, due to the social and economic characteristics of different areas, placing children in their local schools can be a source of segregation and inequality. Therefore local authorities should aim to provide schools (particularly secondary) in their local area with a balanced, comprehensive intake as far as practically possible.

 The Green Party recognizes that the current mix of local authority, private, faith, grammar, academy and free schools reinforces social and ethnic divisions in society. A truly comprehensive intake and mixed ability teaching, coupled with equitable funding based on need, will extend equality of opportunity. We will therefore create a system that facilitates and encourages greater integration.

The recent attacks on teachers conditions of service are clearly a major concern and risk an exodus from the profession:

Teachers are the key resource within the education system. They need first class initial preparation, continuing professional development and appropriate salaries.

Every child should be taught by a teacher with Qualified Teacher Status and Principals and Headteachers of state funded schools should have QTS.

 A Green government will work with the teaching unions to reverse the process by which teachers have gradually been deskilled and their professional autonomy eroded and will review pension arrangements and retirement age with them.

 The Green Party opposes the introduction of performance related pay in education.

The amended policy having stated why we are opposed to academies goes on:

  The Free Schools programme is similarly democratically unaccountable with even more power handed to the Free School providers to decide the curriculum, admissions policy and whether to employ unqualified teachers or headteachers/principals with no formal teaching experience or qualifications

 For these reasons the Green Party is opposed to creating more Academies and Free Schools and will support community, school and parent campaigns that share this aim.

The Green Party will integrate Academies and Free Schools back into the local authority school system. In the short term, where Academies are in operation, we would instigate a maximum 25% voting rights for sponsor appointees to ensure proper democratic and community representation on Academy boards.

Unlike other parties Conference is the Green Party's supreme decision making body and there is extensive pre-conference discussion of motions and a workshop at Conference before a motion is debated. Motions are prioritised by a ballot of members so I urge Green Party members to vote for this motion as first preference. It is a long motion and needs proper debate and a high place on the agenda will ensure there is sufficient time to debate it.

The prioritisation ballot closes at 23.59 on January 15th. Follow this LINK to the ballot.

The current Green Party Education Policy can be found HERE

Black teachers and pupils and academisation - some issues

Back in the 1970s/80s I was involved in campaigns against racism in London schools. This had many facets including attitudes towards black pupils, disproportionate numbers of black pupils in SEN and Disruptive Pupils units, ethnic differences in examination entrance, a mono-cultural curriculum and not least discrimination against black teachers.

In this Guest Blog Dalian Adofo looks at current issues regarding the academisation of education:

2013 has been an interesting year for the state of UK education, we have witnessed a youtube video go ‘viral’ laying bare all the contradictions and misrepresentations put forth by the current Education secretary, Michael Gove. There has also been independent production of multiple documentaries highlighting the enforced conversion of many schools into Academies even with resistance by teaching staff and the local communities they serve. In most cases the only justification for conversion to Academies have being that provided by Ofsted after a school inspection.

The resistance to Academies is not so hard to understand, how is education a commodity? The body of knowledge to be acquired can be commoditised yes, but the process of learning as well? It does not take much to realise that we all learn at a different paces based on different cognitive, social and other factors, hence why teachers by default are required to differentiate the learning process to give all students the opportunity to progress sufficiently in their learning.

It is therefore wise that we question the impact imposing targets and performance management directives as tools to measure ‘work efficiency’ will be in such an environment for learning. How will these pressures to perform, part and parcel of the Academies model of education, affect teaching and learning in the long run?               Will teachers be working to ensure they meet targets and keep their jobs or take time out to provide for individual learning needs and requirements, not forgetting the longer hours of work and more paperwork to complete by teachers.

Newspaper coverage from outlets such as the Independent has highlighted the despair and low morale of teachers from surveys carried out by organisations such as the National Union of Teachers (NUT), so the main question is, why is the Government not listening? And is it not obvious who teachers will ultimately be exerting such frustrations on, and will it be a positive impact on learning? I strongly doubt it.

Evidence from the US where the Charter schools model provided the inspiration for our Academies, shows that some of these institutions, usually in highly impoverished inner-city areas, are abandoned within a decade by their investors presumably because their investments has earned returns so it is time to move on.

But what about the wellbeing and development of the child, or does the money matter more? Is this the type of education we want for our children? Or is the suggestion that this is the type of education that children from such backgrounds deserve?

The other disturbing element to the Academies is the lack of Black (in the political sense) staff in senior management positions and as regular staff. Data from the recent Black Teachers Conference suggests that increasingly, non-White staff are being ‘replaced’ with White peers using the same performance management processes that are meant to encourage ‘efficiency’ and ‘high performance’. Rather bizarre?

It is rather disheartening that one of the stated objectives for introducing Academies is to improve standards in inner-city schools yet there seems to be no impetus to keep staff who best reflect the student demographic itself. It is interesting that every year hundreds of non-white individuals will successfully endure and pass teacher-training courses across the country, yet somehow when on the job they are deemed ‘inadequate’…how is this contradiction being addressed by the Government?

And if indeed, we are to entertain the ridiculous notion that non-whites are somehow inadequate in comparison to their white counterparts, then what measures has the Government introduced to ensure that this section of its populace can excel to the ‘desired standards’ once in employment? From the evidence presented at the conference, such ‘enforced removals’ are not strictly for non-whites either, even though they are in the majority. What measures then is the Government or Ofsted implementing to ensure objective measurement of performance rather than what is seemingly subjective judgments informed by nepotistim and/or favouritism?

Entertaining that idea that social standing, class or ethnicity puts one in better stead to educate children is as elitist as it is racist, and utterly preposterous- certainly not a notion to be entertained in a nation priding itself on its democratic values. What will a person from the leafy suburbs of Windsor have in common with a child from the ‘concrete jungles’ of Stonebridge, Brixton or Tower Hamlets?

How will that individual inspire the child to succeed, where is the area of commonality, shared experience and empathetic understanding of the child’s needs beyond the transference of knowledge?

My PGCE at the Institute Of Education clearly outlined the role other pertinent factors play in learning beyond the acquisition of knowledge- how important ethnic, cultural, religious/spiritual and social factors amongst others, played in motivating children to succeed. How can this vision of ‘raising standards’ for these ‘deprived’ children be realised if the only role-models they can find in their school are the cleaners, janitors and meal staff?

What exactly are we trying to get them to aspire to then- just being white and upper-class as the standard of achievement? Suffice to say, we are no longer in the days of empire, the sun set on it long ago, and for the state of education to be enriching for all, it has to grow to appreciate the important roles varied backgrounds and individuals can play in making it an inspiring experience for all involved in the educational transaction. Whilst all these political, economic and social games are being played, we must not forget the most important factor in all this- the children, and ask ourselves is this the best course of action for their future? Is this the future we want for them?

Readers may be interested in this research about black teachers in the UK LINK

Battling Brent in 2013

Brent was a battlefield in 2013 as campaigners challenged both the Coalition's attack on the welfare state and the Labour Council's 'dented shield' approach to cuts.  Some of these campaigns made national headlines, many were unsuccessful, some won minor concessions and there were a few victories.

 The Home Office campaign to send a van round around areas of high diversity, including Brent, urging immigrant to 'Go Home' aroused immediate opposition which was spear-headed by Brent ace tweeter @PukkahPunjabi using the #racistvan tag. A mixture of mobilisations when vans were spotted, photoshopped parodies, official complaints to tha ASA and EHRC, and protests by politicians including Muhammed Butt led eventually to the vans being dropped.

Following revelations by the BBC that two Willesden letting agencies were colluding with landlords who did not want Black tenants there was another speedy mobilisation by campaigners which was supported by some Labour councillors and some of the Labour candidates for the Brent Central parliamentary nomination. Council leader Muhammed Butt said he would speak to Brent Trading Standards officers about the issue but I have not yet heard of any outcome.

Brent Council was the target for a a demonstration outside Willesden Magistrates Court when the Council summonsed 3,300 people for non-payment of Council Tax. These were low-income people, already hit by benefit cuts, often having to pay the tax for the first time after the Council introduced its Council Tax Support scheme. Council leader Muhammed Butt argued that the summonses were the only way to get to talk to the people affected. The Council later revealed in an under-publicised 'consultation' that it wanted to continue the scheme with just a few tweaks.

The Counihan-Sanchez Family Campaign which began when Brent Council made a local family homeless, broadened out into a campaign on local housing taking up issues regarding the bedroom tax, benefit cuts and evictions. Brent Housing Action was formed to link activists, tenants and housing organisations in a united campaign which also covered Brent's growing private rented sector. The Kilburn Unemployed Workers' group developed  its work of defending and supporting unemployed workers through regular meetings to share experiences and ideas.

Gladstone Park Primary parents formed an action group to oppose the school's forced academisation following a poor Ofsted report. They demanded a democratic say in the school's future and urged the Council to support them in arguing that the school, supported by the local authority had the capacity to improve. Unequivocal support was not forthcoming and eventually governors having argued for the right to choose their own sponsor chose CfBT. The parents' campaign put forward the idea of a federation with an 'outstanding' school in Camden as an alternative but the Council turned this down only for the idea to emerge again last month with the head of that school being appointed as Executive head before CfBT took over in April 2014. Unfortunately that fell through when Camden decided that because of changing circumstances  at her school they no longer supported her appointment to Gladstone Park. The school is left in limbo for the Spring term.

Copland High School was similarly faced with forced academisation following a poor Ofsted.
The school, already suffering financial problems because of the bonus scandal and a very poor building, had an Interim Executive Board imposed on it by Brent Council and a new management that swiftly made staff redundant and life uncomfortable for those remaining. A pupil petition in support of  the school staff brought no response from the Council and lead member for Children and Families, Michael Pavey, declared there was 'no alternative to academisation'.

At a public meeting Pavey later said that the academy sponsor would not necessarily be Ark, despite the fact that pupils had been sent a letter announcing the appointment of Delia Smith of Ark as Executive head teacher.  Copland unions have come out on strike several times against academisation and for a democratic ballot of all involved and will continue the battle in 2014.

The fragmentation of education in the borough continued with the approval by Michael Gove of three secondary free school to open in September 2014. The most controversial is the Michaela Community School, the brain child of Katharine Birbalsingh, who wowed the Tory Conference years ago with her account of teaching in a comprehensive school. In a minor victory Michaela was forced to take down a huge banner on their proposed building for which they had not had planning permission. More importantly an FoI request established that they school had received only 50 first preferences for 120 Year 7 places. The other two schools, Gladstone and,Gateway, whilst recruiting Year 7s for 2014 have still not got premises.

Brent Fightback, sponsored by Brent Trade Union Council, has been active in many of these campaigns and was central to the campaign to save Central Middlesex A&E from closure under the Shaping a Healthier Future proposals. Unfortunately Brent Council failed to rise to the occasion and did not offer the same degree of support as Ealing Council did for their local campaign on Ealing Hospital. Although they joined in the march to Save Central Middlesex they did not advertise their opposition, circulate leaflets or hold public meetings as Ealing had done. They only belatedly came out in opposition and support the campaign that Fightback and Save Our NHS were fighting. The closure of A&E was approved by the Secretary of State and there are currently consultations on the future of the site, including its use as a 'hub' for a variety of activities.

There was also a huge national campaign in defence of the NHS and its privatisation in which Brent campaigners played a part. Privatisation involves out-sourcing service such as Blood Transfusion as well as smaller ones in particular NHS districts. In Brent you can often find yourself referred to a private service by your GP and the battle to ensure that local commission groups procure from within the NHS is a continuing battle.

The Bin Veolia in Brent Campaign challenged Brent Council on ethical procurement. They argued that council tax money should not go to Veolia, a company that profits from its operations in  support of  illegal settlements in Occupied Palestine. Labour councillors refused to make a political decision but instead hid behind legal arguments from officers. Despite support for the campaign from thousands of local residents, the Trade Union Council, Brent Central Labour GC, Hampstead & Kilburn Labour GC and potential Labour parliamentary candidates as wellas the Lib Dem Council opposition, Brent Council approved the awarding of the contract to Veolia.

During the campaign Executive members at times spoke about the possibility of the Council adopting an ethical procurement policy but little has been heard of it since. The Council has continued to out-source services and has refused to answer, on grounds of cost, my Freedom of Information request asking how many of its out-sourced suppliers and services pay the London Living Wage.

Brent Green Party consistently opposed the building of a new £100m Civic Centre as a grandiose and wasteful vanity project. It is now open and has encountered problems with IT and its telephone system. In a fairly typical PR failure the Council spent more than £90,000 on an opening ceremony claiming this was a tiny drop of expenditure amidst the millions of pounds cut from their budget by the Coalition.

Brent Council has a policy of selling off its land to developers to help finance new facilities which they then claim are 'at no cost to residents'. They approved the redevelopment of Willesden Green Library which involved a land transfer to Galliford Try in exchange for a new Cultural Centre to replace the Willesden Green Library Centre.  The Cultural Centre  will have a smaller foorprint than the Library Centre and will not include space for the Willesden Bookshop.

The luxury flats built by the developer went on sale in Singapore with a unique selling point: assuring would be purchasers that they would not include keyworker housing or affordable housing on the same site - i.e.no poor people on site.

The Keep Willesden Green campaign were defeated in their  valiant attempt to keep the public space in front of the library but did retain the historic Victorian library.

An independent campaign for the 2014 local elections has emerged from the struggl, and the resulting community solidarity, in the form of Make Willesden Green which is standing Alex Colas as a candidate.

Library campaigns have been particularly resilient and good at building social solidarity in their areas through a variety of activities including pop up libraries, reading festivals, pub quizzes, 'Light of Learning' runs between the closed libraries as well as taking on the Council, All Souls College, developers and the Secretary of State.

An issue that needs resolving early in 2014 is the alleged fraudulent submissions to the planning department supporting developer Andrew Gillick's plans for Kensal Rise Library. Brent Council has passed the details to the police but no action has yet resulted.

Another development issue to be resolved in 2014 is the future of Willesden Green's Queensbury pub. The Brent Conservative Party sold the building off to a developer who plans a 10 storey block of flats. After a concerted campaign the Council granted the pub Asset of Community Value status, not least because of its use by toddler groups. The developer has revised plans to offer a smaller pub/wine bar/community space but opposition continues on the basis of the inadequacy of the offer and the inappropriateness of the new building in the local context.

One of my great regrets of 2013 is our failure, despite an energetic cross-party and cross-borough campaign to stop an enormous development on the Barnet side of the Welsh Harp. Luxury tower blocks (again!) will loom over the reservoir, bird sanctuary, nature reserve and SSSI.  Campaigners addressed the Barnet Plannning Committee to no avail, protested about hat appeared to be a very biased presentation by the planning officer and took the issue to Boris Johnson's planners at the GLA. The development will go ahead in 2014.

The campaign against the Harlesden Incinerator had similarities in so far as it was again just across the border from Brent, this time in Ealing, but affecting Brent residents. It also involved some cross-party support and local residents.

The campaign was successful in getting the decision deferred for further investigation about the dangers posed by emissions.

At the turn of the year it appeared that the proposal is unlikely to go ahead because the site is needed for the HS2 project, which in the broad sweep of things may not represent a victory for the environment but may relieve the local residents.

My favourite positive story of the year has to be the opening of the new Chalkhill Park in Wembley. A lot of pressure had to be exerted to bring the project to fruition but it is transforming the estate through providing a public and social space for all ages.

The picture shows the official opening with the Chalkhill Primary School Carnival but in reality children had opened the park themselves weeks previously, unable to resist the swings and climbing equipment.

Next year is going to be hard but it does give us an opportunity in the local and Euro elections to use the ballot box to register our views on what has been going on. Of course I hope that many will choose to vote Green but I also hope that all readers will continue to campaign energetically for environmental and social justice - locally, nationally and internationally.

Give Brent Council the power and finance to build new schools for those without a school place

The Kilburn Times LINK this weekend headlined the news that more than 600 Brent primary school children are without a school place. I recently obtained figures from Brent Council under a Freedom of Information request that sheds a little more light on the situation.

There are in fact vacancies in some Brent primary schools but these may not be geographically convenient for parents of children out of school, especially when they involve children in a family attending several different primary schools.

This is the snapshot of  vacancies and children out of school on November 8th. Brent Managed and School Managed refers to the administration of admission applications. You can see that there is a slight surplus of school places in Years 3, 5 and 6.

The schools with several Reception vacancies at the time of the snapshot were Ark Franklin Primary Academy (the academy converted former Kensal Rise Primary), Brentfield Primary, Fryent Primary (recently expanded) and St Mary's RC Primary. The position changes rapidly so it is likely that these places will have been filled by now.

The fact that many children attend schools which are not their first choice or the most convenient means that many are on waiting lists for one or more other schools. With the current movement of families due to benefit reforms this produces 'churn' - high mobility as children change schools.

Despite a common National Curriculum across local authority schools this still produces disruption for children as they get used to a new school,  new teacher and new classmates, and is disruption for teachers as they cater for an ever changing class population.

Research indicates that such mobility has an initial impact on standards of achievement of the children who change schools.

The exceptional nature of the place shortage in Reception means that in total there are almost 2,500 on waiting lists in Brent. On the day of the snapshot five schools had more than 100 on the Reception waiting list: Anson 118, Ark 264, Islamia 104, Malorees Infants 102 and Wembley Primary 100.

I have asked for further information on how many of these are pupils on several waiting lists.

Things become much more settled at Year 1 with Barham the longest waiting list at 30, with a more equal distribution across schools, totalling 546. By Year 6 the total is 360.

The schools

I requested figures on the number of children out of school by planning area in order to get a picture of the geographical distribution. Brent Council said these figures were not available and instead provided distribution maps which are not exact. The blue figures on the map below indicate groups of children needing a Reception school place.

The demand for Reception places reinforces the need for planned construction of new primary schools by local councils rather than reliance on the vagaries of free school providers popping up in areas of need. The Council presently has a statutory duty to provide education for these children without having the powers to do so apart from expanding schools which are already often on crowded sites.

The Government needs to give local authorities back the power to plan and build new schools as well as the finance to do so. Instead they are wasting money of unwanted free school vanity projects.

Full documentation on my Freedom of Information Request can be found HERE