Queen's Speech - Education

Education was a key theme in the Queen's Speech this year.

New legislation aims to streamline the school inspection process and introduce a new three-year budgeting system so headteachers can plan in advance.

Stakeholder Response: National Union of Teachers

Steve Sinnott, general secretary of the National Union of Teachers, said: "Government plans for short, sharper focused inspections have had a mixed reception from teachers. They are particularly concerned at the concentration on English, maths and science to the detriment of other subjects taught in schools.

 

"Their greatest concern remains the condemnation of schools with phrases such as ‘in special measures’ and having ‘significant weaknesses’. Instead of helping schools to overcome problems, such an approach can push them into a spiral of decline as teachers leave and parents withdraw their children.

 

"The government would be well advised to move to an approach which sees schools experiencing difficulties as being ‘schools in need of additional support’. A more positive approach would promote rather than undermine schools and their staff.

 

"I am particularly concerned at the government’s plans to require education authorities to invite proposals from commercial providers where new or replacement schools are being proposed. This directly contradicts the government’s view that schools should be at the centre of their communities and opens the way for unaccountable private providers to control our education system.

 

"Academies are of unproven value. More importantly, serious questions have been raised at the way some are being run and the extent to which they are selecting pupils rather than serving the local community.

 

"The government should think again on this proposal."

 

Stakeholder Response: Association of Teachers and Lecturers

 

Dr Mary Bousted, general secretary of the Association of Teachers and Lecturers (ATL), said: "While this idea would seem initially to be politically popular and portrayed as cutting out unnecessary layers of bureaucracy, ATL still has concerns. For example, Tomlinson’s proposals for improving 14-19 education simply cannot happen without local co-ordination. The government will ignore this at its peril.

 

"We welcome greater stability for school budgets. A three-year cycle which enables more confident forward planning will greatly benefit teachers and pupils.

 

Stakeholder Response: Institute of Directors

  

Richard Wilson, head of business policy, said: "Providing schools with three-year ring-fenced budgets should enable head-teachers and governors to plan ahead with more confidence.

 

"With respect to school inspections, it makes sense to reduce the notice period that Ofsted gives to schools before carrying them out. However, we do not support a reduction in the length of inspections. Thorough inspections play an important part in driving up standards.

 

"In the long term effective and regular self-evaluation by schools and colleges could assume greater prominence in the inspection system. However, these processes of assessment have not yet reached the level of performance or consistency at which it would be sensible to shift responsibility for quality assurance away from the inspectorates.

 

"According to Ofsted's 2004 annual report, the monitoring and evaluation of teaching is not effective in two fifths of secondary schools and the performance management of teachers is not effective in a third.

 

"At the primary and nursery level, the monitoring, evaluation and development of teaching and learning was described by Ofsted as 'weak' in approximately one fifth of schools. Evidently, there is still a need for a thorough Ofsted inspection scheme."

 

Stakeholder Response: NASUWT

 

Chris Keates, general secretary of NASUWT,  said: "The speech contains no surprises and no new measures for education. The proposals for school inspection, school transport, financial support for education and training and all the other measures have been published and under discussion for sometime.

 

"However, it is disappointing to note that after nearly two terms in office the government is still talking about continuing to reform public services, despite having achieved so much. 

 

"Reform has extremely negative connotations and fails to reflect either the significant improvements secured in education over the past decade or the continuing dedication, commitment and high standards of the school workforce.

 

"It’s high time this mantra of reform was dropped and replaced with a slogan which reflects the successes achieved. ‘Building on success’ would send a more accurate and positive message.

 

"The proposed legislation will require detailed consideration and close scrutiny. In judging its merits NASUWT will take a leaf out of the chancellor’s book and apply its own five key tests.

 

"Will it keep public services public? Will it ensure appropriate local accountability within a national framework? Will it protect jobs and services? Will it maintain the gains and enhance the provisions of the Workload Agreement? Will it sustain the highest standards and quality of education for all?"

 

Stakeholder Response: 4Children

 

Anne Longfield, chief executive 4Children, said: "Today’s announcement in the Queen’s Speech of a new Education Bill is a further welcome measure in support of children from this government.

 

"We hope ministers will use this Bill to deliver on the prime minister’s recent pledge to place a statutory duty on local authorities to ensure the provision of good quality, flexible and affordable childcare to all children. Backed up by sufficient resources and support, such a measure would demonstrate to children and parents across the country that this government is genuinely committed to improving opportunities for all.

 

"Childcare and children’s services have moved to the top of the political agenda, at last creating the potential for developing consistent and trusted universal services that all families can rely on.

 

"4Children calls on the government to use this next legislative session to make further substantial progress towards implementing the children’s services reform agenda underway over the last year. 

 

"Children’s centres and extended schools in every community have the potential to make a tremendous difference to the community landscape; enabling children to enjoy fulfilling and flourishing childhoods, and helping parents balance their work and family responsibilities."

 

Stakeholder Response: Institute of Education

 

Dr Carol Campbell, policy and strategy adviser at the Institute, said: "The education reforms outlined in the Queen’s Speech build on many initiatives already announced in the Five Year Strategy for Children and Learners. What is significant is the extent to which the reforms now announced signal a substantial reduction in the powers and roles of local education authorities.

 

"The assumption is that schools working individually and, occasionally, collaboratively can bring about school improvement more effectively than under LEA leadership.

 

"However, research from the UK and US suggests that rather being moribund, as some predictions would suggest, there is growing evidence that LEAs play a vital role in supporting systemic improvement.

 

"While there are benefits for individual schools having greater responsibilities for delivering educational improvement, there are limitations to the scale of reform that they can achieve. Some schools would find it extremely difficult to establish and sustain improvement without support from such a body as an LEA.

 

"There is also a danger of isolation and polarisation of experiences, with more successful schools becoming even more successful, while less successful schools struggle on their own.

 

"Systemic reform requires a common commitment throughout the education system to raising standards, challenging underachievement and securing improvement for all involved.

 

"LEAs provide a context of support and challenge, a climate of improvement and a culture of working relationships and responsibilities. The leadership, vision and strategic direction for school reform that they promote can make a significant difference. They should not be undermined."