GOVERNMENT NOT LISTENING OVER SCHOOL REFORM

25 May 2006

The General Secretary of the Professional Association of Teachers (PAT) has criticised the Government for not listening over school reform.

Speaking ahead of the Education Secretary’s speech to the Fabian Society later today, PAT General Secretary Philip Parkin said: “Education does have to adapt and change over time. It cannot stand still. Measures such as clarifying teachers’ rights in disciplining pupils are welcome. However, the Government seems determined to rush the education system into an uncertain future without fully thinking through the consequences. It should listen before it leaps.

“Reforms should change things for the better. They should not be introduced because the DfES needs to be seen to be doing something in the media. The Government seems afraid that without momentum it will fall. However, if it goes too fast and fails to take teachers, support staff, parents and students with it, it will fall on its face and we will all suffer the consequences of its failure.

“Constant innovation places an unacceptable burden on schools and school management. Significant changes need time to bed down in schools, and further innovations should be introduced at a much gentler pace in order to ensure successful reform.

“The Government should not be in the business of conducting experiments with schools and children for political reasons.

“I understand that the Education Secretary will dismiss criticism of trust schools in his speech. He should ask himself why that criticism is being made and from so many quarters. The fact that the Government has to force through legislation with the help of the Opposition and against the wishes of many of its own MPs should be a clear warning sign.

“Many teachers are worried about the powers of the proposed trusts and their backers. These groups will have their own agendas – be it political, religious or making a profit. Providing high standards of education and care may not be their overwhelming priority.

“What will happen to pupils from disadvantaged backgrounds, or those with social, behavioural or educational problems or special educational needs? Will shiny new trust schools, promising the best results, want to admit these pupils? I fear not.

“The initial results from academies suggest that changing the legal and administrative nature of a school does not necessarily deliver better education. All families should have access to good quality local education.

“Devolving greater powers to schools requires strong school leadership. However, applications for headships are down. Finding enough heads to run the proposed trust schools could be very difficult.

“The greatest threat to inclusion is divorcing a school from its local community and the network of support services provided by the local authority. Such networks encourage collaboration, to the benefit of all, rather than competition, to the benefit of the most successful, which seems to be the model for trust schools.”

---

Press releases, papers and documents published on this page are the intellectual property of an organisation unrelated to Central Lobby. We promote their parliamentary and political campaigning activities as they are subscribers to the Central Lobby service.

As such, Central Lobby does not edit, endorse, or attempt to balance the opinions expressed on this page. The content of press releases and other such types of content are the responsibility of the originating organisation.